TPC Journal V7, Issue 2 - FULL ISSUE

The Professional Counselor | Volume 7, Issue 2 167 educator who notices that a student has traits of the Factor 2 archetype may consider providing feedback that is corrective in nature. The findings from this study highlight different teaching preferences that exist among beginning counselors about helpful aspects of teachers in clinical courses. It is probably unrealistic and unnecessary for counselor educators to make drastic changes to their pedagogy in pursuit of perfectly meeting the learning preferences of all CMHC students in a clinical class. Rather, we broadly suggest that counselor educators should be reflective of their own teaching characteristics and biases and consider making small modifications to their pedagogical approach that will be more inclusive for students with preferences different than their own. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Auxier, C. R., Hughes, F. R., & Kline, W. B. (2003). Identity development in counselors-in-training. Counselor Education and Supervision , 43 , 25–38. doi: 10.1002/j.1556-6978.2003.tb01827.x Baeten, M., Dochy, F., & Struyven, K. (2012). Using students’ motivational and learning profiles in investigating their perceptions and achievement in case-based and lecture-based learning environments. Educational Studies , 38 , 491–506. doi:10.1080/03055698.2011.643113
 Barrio Minton, C. A., Wachter Morris, C. A., & Yaites, L. D. (2014). Pedagogy in counselor education: A 10‐year content analysis of journals. Counselor Education and Supervision , 53 , 162–177. doi:10.1002/j.1556-6978.2014.00055.x Best, J. B., &Addison, W. E. (2000). A preliminary study of perceived warmth of professor and student evaluations. Teaching of Psychology , 27 , 60–62. Brown, S. R. (1980). Political subjectivity: Applications of Q methodology in political science . New Haven, CT: Yale University Press. Feldman, K. A. (1988). Effective college teaching from the students’ and faculty’s view: Matched or mismatched priorities. Research in Higher Education , 28 , 291–329. Furr, S. R., & Carroll, J. J. (2003). Critical incidents in student counselor development. Journal of Counseling & Development , 81 , 483–489. doi:10.1002/j.1556-6678.2003.tb00275.x Goldstein, G. S., & Benassi, V. A. (2006). Students’ and instructors’ beliefs about excellent lecturers and discussion leaders. Research in Higher Education , 47 , 685–707. doi:10.1007/s11162-006-9011-x Granello, D. H. (2000). Contextual teaching and learning in counselor education. Counselor Education and Super- vision , 39 , 270–283. doi:10.1002/j.1556-6978.2000.tb01237.x
 Granello, D. H., & Hazler, R. J. (1998). A developmental rationale for curriculum order and teaching styles in counselor education programs. Counselor Education and Supervision , 38 (2), 89–105. doi:10.1002/j.1556-6978.1998.tb00561.x Grasha, A. F. (1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching , 42 (4), 142–149. Malott, K. M., Hall, K. H., Sheely‐Moore, A., Krell, M. M., & Cardaciotto, L. (2014). Evidence‐based teaching in higher education: Application to counselor education. Counselor Education and Supervision , 53 , 294–305. doi:10.1002/j.1556-6978.2014.00064.x McAuliffe, G., & Eriksen, K. (2010). Handbook of counselor preparation: Constructivist, developmental, and experiential approaches . Thousand Oaks, CA: Sage. Moate, R., Cox, J., Brown, S., & West, E. (in press). Helpfulness of teachers in didactic courses. Counselor Education and Supervision .