TPC Journal V8, Issue 1 - FULL ISSUE

The Professional Counselor | Volume 8, Issue 1 57 perspective of the three. Though career and psychosocial properties overlap between factors (e.g., skill building, feedback, support), each mentoring perspective has one that is a central characteristic. The combination of career and psychosocial (Kram, 1985) mentoring types evident in the results also are highlighted in other counselor education mentorship guidelines. Similar to the Association for Counselor Education and Supervision research mentorship model (Borders et al., 2012), participants noted the importance of mentors demonstrating and transferring teaching-oriented knowledge and skills to mentees, as well as providing constructive feedback. Other mentor characteristics and tactics, such as facilitating student self-assessment and accountability, modeling, and creating a supportive and open relationship (Black et al., 2004; Briggs & Pehrsson, 2008), are reflected in the current findings on teacher mentoring approaches. For some participants, maintaining a nurturing and supportive environment was of utmost importance, which also has been noted as essential for mentoring CEDS (Casto et al., 2005). Borders et al. (2011) specifically noted the importance of mentoring graduate students who aspire to be faculty and, though minimally, addressed pedagogy support by offering teaching opportunities to students and engaging them in conversation about their experiences. The current research findings expand on Borders and colleagues’ position by providing ideas on what these conversations might entail. All three factors identified teacher-related topics of conversation and relevant activities, including teaching philosophies, skills, and tasks; pedagogical and learning theories; monitoring student interactions; classroom ethics and boundaries; and self-efficacy associated with teacher development. This offers some unique ideas on topics of interest that may be incorporated into conversations when mentoring students in teaching. A practical component to teaching mentorships is represented within the factors. Rather than culminating in a product, such as co-written publications developed in research mentoring (Briggs & Pehrsson, 2008), each of the three teaching mentorship factors guide CEDS through applied teaching experiences. These hands-on teaching opportunities provided experiences for CEDS to work through and reflect upon, and offered material for mentors to provide feedback. The extent of student involvement in teaching varied, as did the direction of conversations (e.g., corrective, exploratory); nevertheless, some mentoring tasks were built from observable and enacted teaching moments. Implications for Counselor Education Programs and Counselor Educators We believe that it may be helpful for faculty members in positions of leadership (i.e., department chairs, doctoral program coordinators) in counselor education doctoral programs to infuse awareness of teaching mentorship practices among other faculty members. Senior counselor education faculty members responsible for coordinating doctoral programs may be able to create more impactful mentorship experiences for CEDS by encouraging other faculty members to become more aware of their mentorship practices. Several researchers have suggested that quality mentorship is associated with counselor education faculty members who demonstrate intentionality in their mentorship practices (Black et al., 2004; Casto et al., 2005). Findings from this study can generate discussion and self-assessment among faculty members, leading to a clearer understanding of different mentoring styles that exist within a department or program. As different mentoring styles are identified among faculty members, it may help to consider ways to match CEDS with faculty members who will be a good fit for their preferred learning style. Similarly, we also believe that counselor educators mentoring CEDS in teaching can benefit from being reflective about their own style of mentorship. It may be helpful to consider one’s personal style of mentorship in relation to the styles of teaching mentorship (i.e., Supervisor, Facilitator, and Evaluator) highlighted in this study. Counselor educators who identify with a particular teaching