TPC Journal V8, Issue 1 - FULL ISSUE

The Professional Counselor | Volume 8, Issue 1 53 26 Encouraging doctoral students with teaching experience to engage in mentoring of their peers’ teaching. -4 -1 -3 27 Assisting doctoral students with preparing lectures, activities, and discussion topics. -2 -1 -2 28 Focusing on a broad range of learning and instructional theories when grounding one’s teaching approach. -2 -3 2 29 Having doctoral students participate in a formal course on pedagogy. -1 -4 2 30 Encouraging doctoral students to implement refined teaching approaches after receiving feedback from teaching mentors. 3 -1 1 31 Disclosing to doctoral students the ways that faculty members developed their teaching practice, including successes and mistakes. 2 1 -2 32 Supporting doctoral students’ solo teaching opportunities (e.g., to lead a class). 1 2 0 33 Providing both candid and immediate feedback to doctoral students about their teaching performance. 2 0 0 34 Having doctoral students identify the verbal and nonverbal behaviors that contribute to building teacher–student rapport. -1 -1 -1 35 Nurturing professionalism in teaching during faculty–doctoral student interactions. -3 4 3 36 Talking to doctoral students about how their life experiences influence their approach to teaching. -4 0 -1 37 Providing doctoral students with readings on pedagogy. 1 -4 2 38 Having doctoral students participate in designing a course. 2 0 -2 39 Having doctoral students observe faculty and experienced peers’ teaching. -1 -2 -1 40 Inviting doctoral students to discuss their clinical/school counseling experiences while in a teaching role in the classroom. 1 2 -3 41 Assisting doctoral students with developing a syllabus. 2 -1 -4 42 Planning before class with doctoral students before they engage in teaching activities. 1 -3 -2 43 Discussing boundaries and other ethical concerns regarding teaching. 0 0 3 44 Facilitating opportunities to improve doctoral students’ confidence and comfort about teaching. -1 2 -1 45 Helping doctoral students with understanding the variables and actions linked to an improved learning environment. -2 0 1 46 Assisting doctoral students with linking specific learning theories to course content/topic areas. 0 -3 1 47 Teaching doctoral students to remain empathic to students’ worldviews by using worldview- affirming language. 3 2 3 48 Discussing with doctoral students why instructional decisions were made in the classroom. 1 2 0 The three factors contain factor exemplars merged to form a single ideal Q sort for each factor, called a factor array (Watts & Stenner, 2012). The factor array, which contains the 48 Q sample items and the associated factor scores for Factors 1 through 3, is found in Table 5. The factor array contains factor scores calculated by weighted averages in which higher-loading Q sorts are given more weight in the averaging process because they better exemplify the factor. It is the factor scores contained in the factor array versus participants’ factor loadings that are used for factor interpretation. Note that parenthetical references to Q sample items and commensurate factor scores (e.g., item 24, +4) provide contextual reference for each of the factor interpretations below.