The Professional Counselor | Volume 11, Issue 3 347 to two FiT experiences did not support this. However, self-efficacy is not necessarily a measure of actual capability, but rather one’s confidence to engage in certain behaviors to achieve a certain task (Bandura, 1997). It is plausible that participants may have initially overestimated their own abilities and level of control over the new complex task of teaching, which may explain the initial drop in selfefficacy among participants. For participants lacking FiT experience, social comparison may have led them to “gauge their expected and actual performance by comparison with that of others” (Stone, 1994, p. 453)—in this case, with other CEDS with more FiT experiences. Social comparisons used to generate appraisals of teaching self-efficacy beliefs may be taken from “previous educational experiences, tradition, [or] the opinion of experienced practitioners” (Groccia & Buskist, 2011, p. 5). Thus, participants in this study who lacked prior teaching experience may have initially overestimated their capability as a result of previous educational experiences. When individuals initially overestimate their abilities to perform a new task, they may not put in the time or effort needed to succeed at a given task. Tollerud (1990) suggested that those without any actual prior teaching experience may not realize the complexity of the task, the effort required, or what skills are needed to teach effectively. In the current study, this realization may be reflected in participants’ initial drop in mean SETI scores from no teaching experiences to one to two teaching experiences. The CE literature offers clues for how to buffer against this initial drop in self-efficacy. For example, CE teaching preparation research suggests the importance of engaging in multiple teaching experiences (Suddeath et al., 2020) with a gradual increase in responsibility (Baltrinic et al., 2016) and frequent (i.e., weekly) supervision from CE faculty supervisors, as well as feedback and support from peers (Baltrinic & Suddeath, 2020a, 2020b; Elliot et al., 2019). These authors’ findings reportedly support students’ ability to normalize their initial anxiety, fears, and self-doubts; conceptualize their struggle and discomfort as a part of the developmental process; push through perceived failings; and reflect on and grow from initial teaching experiences. Elliot et al. (2019) noted specifically that supervision with peer support increased participants’ (a) ability to access an optimistic mindset amidst self-doubt, (b) self-efficacy in teaching, (c) authenticity in subsequent teaching experiences, and (d) facility with integrating theory into teaching practice. Overall, the current findings add to the CE literature by suggesting CE programs increase the number of FiT experiences (to at least five, preferably) for CEDS. Our findings also reflect similarities in CEDS’ self-efficacy patterns to those of Tollerud (1990) and Olguin (2004). Similar to Tollerud and Olguin, we grouped participants according to the number of FiT experiences: no fieldwork experience, one to two experiences, three to four experiences, and five or more experiences. This study identified the same pattern in teaching self-efficacy as observed by Tollerud and Olguin, with those who reported no FiT experience indicating higher mean SETI scores than those with one to two FiT experiences and three to four FiT experiences. Although scores slightly increased from one to two FiT experiences to three to four FiT experiences, it was not until CEDS accumulated five or more FiT experiences that the mean SETI score rose above that of those with no FiT experiences. The consistency of this pattern over the span of 30 years seems to confirm the importance of providing CEDS several FiT opportunities (i.e., at least five) to strengthen their self-efficacy in teaching. Though responsibility within FiT experiences was aggregated in this study as it was in Tollerud and Olguin, research (e.g., Baltrinic et al., 2016; Orr et al., 2008) and common sense would suggest that CEDS need multiple supervised teaching opportunities with progressively greater responsibility and autonomy. However, future research is needed to examine how CEDS’ selfefficacy toward teaching changes over time as they move from having no actual teaching experience, to beginning their FiT, to accruing substantial experiences with FiT.