TPC Journal-Vol 11-Issue-3 - FULL ISSUE

The Professional Counselor | Volume 11, Issue 3 351 Limberg, D., Bell, H., Super, J. T., Jacobson, L., Fox, J., DePue, M. K., Christmas, C., Young, M. E., & Lambie, G. W. (2013). Professional identity development of counselor education doctoral students: A qualitative investigation. The Professional Counselor, 3(1), 40–53. https://doi.org/10.15241/dll.3.1.40 Magnuson, S., Black, L. L., & Lahman, M. K. E. (2006). The 2000 cohort of new assistant professors of counselor education: Year 3. Counselor Education and Supervision, 45(3), 162–179. https://doi.org/10.1002/j.1556-6978.2006.tb00140.x Magnuson, S., Shaw, H., Tubin, B., & Norem, K. (2004). Assistant professors of counselor education: First and second year experiences. Journal of Professional Counseling: Practice, Theory, and Research, 32(1), 3–18. https://doi.org/10.1080/15566382.2004.12033797 Moore, A. (2019). Counselor education and supervision doctoral students’ experiences as instructors of record teaching a master’s level counseling course: A descriptive phenomenological investigation [Doctoral dissertation, Kent State University]. OhioLINK. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573225509664446 Olguin, D. L. C. (2004). Determinants of preparation through perceptions of counseling and teaching self-efficacy among prospective counselor educators [Doctoral dissertation, University of New Orleans]. ProQuest. Orr, J. J., Hall, S. F., & Hulse-Killacky, D. (2008). A model for collaborative teaching teams in counselor education. Counselor Education and Supervision, 47(3), 146–163. https://doi.org/10.1002/j.1556-6978.2008.tb00046.x Prieto, L. R., Yamokoski, C. A., & Meyers, S. A. (2007). Teaching assistant training and supervision: An examination of optimal delivery modes and skill emphases. Journal of Faculty Development, 21(1), 33–43. Richardson, R., & Miller, D. (2011). Predicting the use of learner-centered instructional methods by undergraduate social work faculty. Journal of Baccalaureate Social Work, 16(2), 115–130. https://doi.org/10.18084/basw.16.2.v17824840x8v130l Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/10.2466/14.02.pr0.114k14w0 Stone, D. N. (1994). Overconfidence in initial self-efficacy judgments: Effects on decision processes and performance. Organizational Behavior and Human Decision Processes, 59(3), 452–474. https://doi.org/10.1006/obhd.1994.1069 Suddeath, E., Baltrinic, E., & Dugger, S. (2020). The impact of teaching preparation practices on self-efficacy toward teaching. Counselor Education and Supervision, 59(1), 59–73. https://doi.org/10.1002/ceas.12166 Swank, J. M., & Houseknecht, A. (2019). Teaching competencies in counselor education: A Delphi study. Counselor Education and Supervision, 58(3), 162–176. https://doi.org/10.1002/ceas.12148 Tollerud, T. R. (1990). The perceived self-efficacy of teaching skills of advanced doctoral students and graduates from counselor education programs [Doctoral dissertation, University of Iowa]. ProQuest. Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202 Waalkes, P. L., Benshoff, J. M., Stickl, J., Swindle, P. J., & Umstead, L. K. (2018). Structure, impact, and deficiencies of beginning counselor educators’ doctoral teaching preparation. Counselor Education and Supervision, 57(1), 66–80. https://doi.org/10.1002/ceas.12094

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