478 The Professional Counselor | Volume 10, Issue 4 Table 2 Summary of Instructor Responses Interview Question Interview Responses (Factor A Exemplar) 1. What is important for planning, delivering, and evaluating doctorallevel counselor education teaching instruction courses? I think of the different elements that go into teaching and I think these are the things that students need to be exposed to, such as: developing a teaching philosophy, creating a syllabus, evaluating other instructors’ syllabi, making selections on textbooks, looking at equity in the classroom, backwards design of curriculum, having a small group teaching experience, having a large group teaching experience, using experiences in the classroom for developing reflective practice, and reviewing essential readings in the teaching field. I also think it is essential that we teach students how to use online platforms, so they have exposure and, to what degree we can, competency, to online platforms. 2. What are some significant lessons learned over the past 16 years as an instructor of a counselor education teaching instruction course? This course is a change in pace for most students in my program. For that reason, students generally seem excited about this course. Having them excited about taking the course makes teaching the course a pure joy. Along with the excitement, students bring a level of naïveté to the topic. They have been students, but they do not have a lot of exposure to being a teacher. In my field of counseling, students at the doctoral level have exposure to counseling, so they come in with a level of exposure and expertise in that area, but in teaching it seems all new to them. And that makes a course fun for me. I believe the hardest thing for students to learn is to set aside their own passions and misconceptions about what their students need to know in service of what they must know to be an effective counselor. What their passions are and what students need to know are not always the same thing. I notice students are generally apprehensive about their performance when it comes to teaching. I have to constantly remind myself that it doesn’t come automatically to them as it does to me, having taught many years. So I have to reintroduce myself to the idea of performance anxiety in the classroom. That’s where I think the in-class reflective practice piece fits in nicely for them. They get a chance to think and talk through their anxiety about teaching. 3. What role does a counselor education teaching instruction course serve for preparing doctoral students to teach? I can’t imagine a program that does not have a teaching instruction course, preferably taught within the program, that would be able to adequately prepare students for future faculty roles. Most of my career has been to emphasize the need for good faculty instruction on teaching in the counseling field. Results The data analysis revealed three significantly different viewpoints (i.e., Factors A, B, and C) on the essential design, delivery, and evaluation elements needed for a doctoral CETI course. All participants in the study were significantly associated with one of the three factors. Specifically, one student participant and the course instructor were significantly associated with Factor A (i.e., had factor loadings of .37 or higher; .50 and .84, respectively). Five of the eight student participants were significantly associated with Factor B (.72, .70, .66, .78, and .60, respectively). Two of the eight student
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