344 The Professional Counselor | Volume 11, Issue 3 question regarding FiT experiences; the Self-Efficacy Toward Teaching Inventory (SETI; Tollerud, 1990); and a request to forward the recruitment email (which was copied below the pre-notification text) to all eligible doctoral students. Next, we solicited CEDS’ participation through the Counselor Education and Supervision Network Listserv (CESNET-L), which is a professional listserv of counselors, counselor educators, and master’s- and doctoral-level CE students. We sent two follow-up participation requests, one through CESNET-L and the other to doctoral program liaisons (Creswell & Guetterman, 2019) to improve response rates. We further incentivized participation through offering participants a chance to win one of five $20 gift cards through an optional drawing. Data Collection We collected all research data through the survey software Qualtrics. CEDS who agreed to participate clicked the survey link at the bottom of the recruitment email, which took them to an informed consent information and agreement page. Participants meeting inclusionary criteria then completed the basic demographic questionnaire, a question regarding their FiT experiences, and the SETI. Measures We used a composite survey that included a demographic questionnaire, a question regarding FiT experiences, and a modified version of the SETI. To strengthen the content validity of the composite survey, we selected a panel of three nationally recognized experts known for their research on CEDS teaching preparation to provide feedback on the survey items’ “relevance, representativeness, specificity, and clarity” as well as “suggested additions, deletions, and modifications” of items (Haynes et al., 1995, pp. 244, 247). We incorporated feedback from these experts and then piloted the survey using seven recent graduates (i.e., within 4 years) from CACREP-accredited CE doctoral programs. Feedback from the pilot group influenced final modifications of the survey. Demographic Questionnaire The demographic questionnaire included questions regarding CEDS’ sex, age, race/ethnicity, geographic region, and time in program. Example items included: “Age in years?,” “What is your racial background?,” “Are you Hispanic or Latino?,” and “In which state do you live?” Fieldwork Question We used CE literature (e.g., ACES, 2016; Baltrinic et al., 2016; Orr et al., 2008) as a guide for defining and constructing the item to inquire about CEDS’ FiT experiences, which served as the independent variable in this study. In the survey, FiT was defined as teaching experiences within the context of formal teaching internships, informal co-teaching opportunities, graduate teaching assistantships, or independent teaching of graduate or undergraduate courses. Using this definition, participants then indicated “the total number of course sections they had taught or cotaught.” Following Tollerud (1990) and Olguin (2004), we also grouped participants’ FiT experiences into four groups (i.e., no experience, one to two experiences, three to four experiences, five or more experiences) to extend their findings. Self-Efficacy Toward Teaching To measure self-efficacy toward teaching, the dependent variable in this study, we used a modified version of the SETI. The original SETI is a 35-item self-report measure in which participants indicate their confidence to implement specific teaching skills and behaviors in five teaching domains within CE: course preparation, instructor behavior, materials, evaluation and examination, and clinical skills training. We modified the SETI according to the expert panel’s recommendations, which included creating 12 new items related to using technology in the classroom and teaching adult learners, as well as modifying the wording of several items to match CACREP 2016 teaching standards. This modified
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