TPC Journal V8, Issue 1 - FULL ISSUE

52 The Professional Counselor | Volume 8, Issue 1 Table 5 48-Item Q Sample Factor Array With Factor Scores Item STATEMENT FACTOR SCORES 1 2 3 1 Viewing doctoral students’ life experiences as complementary to those of the faculty teaching mentor. -3 0 -1 2 Exposing doctoral students to progressively more challenging teaching roles with faculty supervision. 0 0 3 3 Guiding doctoral students to complete a teaching practicum and/or internship as part of their doctoral training. 2 1 1 4 Sharing teaching resources with doctoral students (e.g., group activities, discussion prompts, assignments, etc.). -1 1 0 5 Maintaining a reputation among doctoral students as a quality teacher by modeling and demonstrating quality teaching. 0 2 -1 6 Giving doctoral students examples from your own teaching on how to overcome teaching challenges. 4 -3 -2 7 Having doctoral students rehearse teaching strategies (e.g., lectures, activities) prior to implementing them in the classroom. -2 -3 -3 8 Defining for doctoral students their teaching roles in and out of the classroom. -1 -2 0 9 Modeling best practices in teaching to facilitate the development of doctoral students’ teaching styles. -1 1 -2 10 Having doctoral students facilitate portions of a course under supervision as part of co-teaching, a course assignment, and so forth. 3 3 1 11 Having doctoral students develop and discuss a teaching philosophy. 0 -2 2 12 Teaching doctoral students to develop rubrics and grade student assignments. -2 -1 0 13 Providing doctoral students with a safe space to acknowledge their teaching mistakes. 4 4 1 14 Assisting doctoral students with incorporating technology and course management systems (e.g., Blackboard) into the teaching process. -2 -2 -4 15 Holding doctoral students to high level of accountability regarding their teaching and learning practices. 0 0 4 16 Having doctoral students teach a portion of a class under faculty supervision. 2 3 1 17 Immersing doctoral students in teaching environments in a sink-or-swim manner with no advice, preparation, or supervision. -4 -4 -1 18 Having doctoral students co-teach an entire course with faculty members and/or experienced peers. 4 0 2 19 Providing strengths-based feedback and support regarding teaching. 0 4 0 20 Interacting with doctoral students as colleagues or equals. -3 3 -4 21 Teaching doctoral students to evaluate their teaching effectiveness and student learning. 1 1 4 22 Providing doctoral students with specific examples of how to address student issues. 3 -1 0 23 Acting as a “sounding board” when doctoral students need to discuss their feelings about teaching. 0 3 -3 24 Promoting the creation of critical learning environments where doctoral students are asked to apply higher order cognitive skills (e.g., Bloom’s Taxonomy). -3 -2 4 25 Assisting doctoral students with identifying challenging student behaviors. 1 1 2