TPC Journal V8, Issue 1 - FULL ISSUE

58 The Professional Counselor | Volume 8, Issue 1 mentorship style may discuss this with CEDS early in the mentorship process to facilitate a goodness of fit. In situations in which CEDS do not have the opportunity to select a mentor of their choosing, it may be particularly important for counselor educators to consider how their style of mentorship will fit with their mentee. It may help counselor educators identifying with a singular style of mentorship to integrate strengths from other styles of mentorship into their practice. For example, a counselor educator who closely identifies with the Supervisor style may benefit from increasing the amount of strength-based feedback they provide mentees (i.e., associated with the Facilitator), or by being more methodical about gradually increasingly their mentees exposure to challenging teaching experiences (i.e., associated with the Evaluator). Limitations and Recommendations for Future Research Q studies are not generalizable in the same way as other quantitative studies. The data in this study represent subjective perspectives; thus, results are viewed similar to qualitative studies (Watts & Stenner, 2012). However, Q results offer an additional rigor derived from the factor analysis of the participants’ respective Q sorts. Results from this study pertain to mentoring CEDS in aspects of pedagogy and not clinical teaching or clinical experiences. Future Q methodology studies can use purposeful samples of diverse particpants with a range of pedagogy and clinical teaching experiences, and use participants from a wider range of regions within the United States. Examining students’ and faculty members’ critical incidents during teaching mentorships may increase understanding of respective mentor and mentee perspectives. Future studies distinguishing teacher mentorship from research mentorship would be useful. Finally, investigating the specific practices of the three factor types through single-case studies could provide in-depth perspectives on faculty members’ teaching mentorship styles. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References A ustin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education , 73 , 94–122. Baltrinic, E. R., Jencius, M., & McGlothlin, J. (2016). Co-teaching in counselor education: Preparing doctoral students for future teaching. Counselor Education and Supervision , 55 , 31–45. Black, L. L., Suarez, E. C., & Medina, S. (2004). Helping students help themselves: Strategies for successful mentoring relationships. Counselor Education and Supervision , 44 , 44–55. doi:10.1002/j.1556-6978.2004.tb01859.x Borders, D. L., Wester, K. L., Haag Granello, D., Chang, C. Y., Hays, D. G., Pepperell, J., & Spurgeon, S. L. (2012). Association for Counselor Education and Supervision guidelines for research mentorship: Development and implementation. Counselor Education and Supervision , 51 , 162–175. doi:10.1002/j.1556-6978.2012.00012.x Borders, D. L., Young, J. S., Wester, K. L., Murray, C. E., Villalba, J. A., Lewis, T. F., & Mobley, A. K. (2011). Mentoring promotion/tenure-seeking faculty: Principles of good practice within a counselor education program. Counselor Education and Supervision , 50 , 171–188. doi:10.1002/j.1556-6978.2011.tb00118.x Briggs, C. A., & Pehrsson, D.-E. (2008). Research mentorship in counselor education. Counselor Education and Supervision , 48 , 101–113. doi:10.1002/j.1556-6978.2008.tb00066.x