TPC Journal V8, Issue 1 - FULL ISSUE

54 The Professional Counselor | Volume 8, Issue 1 Factor 1: Supervisor Eight (32%) of the 25 participants were associated with factor 1. Factor 1 mentors (i.e., Supervisors) view mentoring in teaching as a process that begins with CEDS co-teaching an entire course under the supervision of a faculty member or experienced peer (item 18, +4). Providing CEDS with real- world teaching examples from faculty members’ teaching experiences (item 6, +4) and a safe space to acknowledge teaching mistakes (item 13, +4) are defined as key mentoring processes for Factor 1. In so doing, Supervisors provide candid and immediate feedback about CEDS’ teaching performance (item 33, +2) and incorporate examples from their mentors’ own teaching successes and mistakes as part of the feedback (item 31, +2). These points are illustrated by one participant in her post–Q sort responses: “As a doctoral student, I appreciated receiving honest real-talk feedback (about teaching), which rarely happened. Now, when I mentor students, I tell folks what I really think in a kind but frank manner.” Supervisors encourage CEDS to implement refined teaching approaches after receiving candid feedback about their teaching. Additionally, Supervisors regularly plan before class with CEDS before they engage in teaching activities (item 42, +1). CEDS engage in syllabus development (item 41, +2) and course design (item 38, +2), versus sharing teaching resources (item 4, -1) and linking teaching variables to improved learning environments (item 45, -2), both of which are, as one participant remarked, “assumed to be part of the mentoring process.” Supervisors prefer that CEDS complete formal practica or internships as part of their doctoral training (item 3, +2). Supervisors employ both formal (e.g., co-teaching, practica and internships, and regular pre-class planning) and informal (e.g., real-world examples, candid feedback, and appropriate professional disclosure about teaching) mentoring practices intended for students’ incremental professional development as teachers (Baltrinic et al., 2016). Supervisors’ teaching mentorship style is guided by the belief that experienced faculty members versus less-experienced peers are critical for influencing the development of doctoral students’ teaching skills (item 26, -4), more so than Factors 2 and 3. And, although Supervisors agree that no doctoral student should learn to teach in a sink-or-swim manner (item 17, -4), the Supervisor takes a less nurturing, or life experience–based approach to mentoring (items 1, -3; 35, -3; and 36, -4 respectively) than Factors 2 and 3. A less nurturing approach may be difficult to understand given the nature of mentoring itself. Keep in mind that what is central to Supervisors’ views on mentoring is the instructive and real-world supervision of students’ structured teaching activities over time, which does not preclude faculty members valuing students’ life experience or nurturing their development; rather, these are not central drivers for preferred mentoring interactions between faculty members and students. Factor 2: Facilitator Seven (28%) of the 25 participants agreed with Factor 2, which we have titled Facilitator. Facilitators are distinguished as mentors who nurture professionalism during faculty–student interactions (item 35, +4) and provide feedback and support using a strengths-based approach regarding CEDS’ teaching (item 19, +4). Similar to Supervisors (Factor 1), Facilitators provide CEDS with a safe space in the mentoring relationship to acknowledge teaching mistakes (item 13, +4). However, Facilitators favor providing supportive versus corrective or formal feedback (item 30, -1) as central to the mentoring relationship—described aptly by one participant as “I am not big on structured pedagogical teaching. In other words, modeling and supportive discussion can serve the mentor well.” It stands to reason that Facilitators prefer to maintain a reputation as a quality teacher by modeling and demonstrating best practices in teaching (item 5, +2), and thereby extend this practice to facilitate the development of CEDS’ teaching styles (item 9, +1). Accordingly, Facilitators do not approach mentoring in teaching by providing CEDS with formal readings on pedagogy, or have them participate in a formal course on pedagogy (items 29, -4 and 37, -4 respectively). Instead, Facilitators prefer to discuss with CEDS why they made teaching decisions in the classroom without being prescriptive (item 48, +2).