TPC Journal V8, Issue 1 - FULL ISSUE

56 The Professional Counselor | Volume 8, Issue 1 teach portions of courses (item 10, +1) or take on solo teaching opportunities (item 32, 0). In these circumstances, Evaluators hold CEDS to high levels of accountability in terms of their teaching and learning practices (item 15, +4), as opposed to their counterparts in Factors 1 and 2, who rate the importance of accountability more neutrally. One participant illustrates the importance of accountability: “I want doctoral students to know the how, what, and why of where they are going in the classroom, otherwise their students may end up somewhere else. Educators need to be responsible for accounting for students’ outcomes.” Offering feedback to improve teaching is a key aspect of the mentoring process for Evaluators as mentors and students evaluate these hands-on teaching experiences (item 30, +1). These experiences may be critical for Evaluators to assess CEDS’ learning and abilities, gradually exposing them to more challenging teaching roles (item 2, +3). Throughout the mentorship process, Evaluators place CEDS’ learning and teaching practice at the center of interactions. Whereas Supervisors and Facilitators share their teaching experiences with CEDS, Evaluators avoid conversation about successes or mistakes in their teacher development (item 21, +4). Furthermore, Evaluators do not believe their reputations as quality teachers (item 5, -1) nor their modeling of best practices in teaching is relevant to CEDS’ development of teaching styles (item 9, -2). Instead, Evaluators keep themselves in a distant position during the course of mentorship. Key teaching mentorship interactions are characterized as student-centered and include discussion of their unique teaching philosophies (item 11, +2), exploration of the intentionality behind the instructional decisions they make in classrooms (item 48, 0), and evaluation of their teaching effectiveness (item 21, +4). Consequently, the mentorship style of Evaluators is directive but student-focused, with emphasis on mentees learning and reflecting upon various pedagogical theories and practices as they develop into teachers. Discussion Three different perspectives (i.e., Supervisor, Facilitator, and Evaluator) exist among counselor educators of preferred ways to mentor CEDS in teaching. The three perspectives could be conceptualized as different styles of mentorship that are used by counselor educators. Although each perspective is unique, we noticed areas of agreement among counselor educators on using certain formal (e.g., co-teaching), informal (e.g. affirming worldviews), and combinations of mentoring approaches (Borders et al., 2011). These areas of agreement are similar to mentorship experiences in research with CEDS (Borders et al., 2012). The findings of this study also reinforce that mentoring is a complex process in which mentors fill a variety of roles and initiate multiple activities (Casto et al., 2005). Overall, results lend support for teaching mentorship also supported by the literature. For example, Silverman’s (2003) suggestions that learning about pedagogy, having teaching experiences, and working closely with an experienced mentor who facilitates pedagogical conversations are helpful for preparing future faculty members. Though the pairing procedures between participants and students were unknown (e.g., intentionally paired, general guidance; Borders et al., 2011), each factor in this study contained some combination of formal (e.g., planned readings or activities) and informal (e.g., in-the-moment conversations, minimal planning) approaches to mentoring, which is consistent with other findings on preparing CEDS to teach (Baltrinic et al., 2016). Both career and psychosocial mentoring types are embodied within the three factors reported in the current study, the findings of which support and extend the work of Kram (1985) by providing examples specific to teaching mentorship styles. The Evaluator and the Supervisor perspectives contain career components, as they are knowledge and skill driven, respectively. The Facilitator perspective is reflective of Kram’s psychosocial type, as it is the most relational, exploratory, and insight-oriented