ERIC Number: EJ1284333
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2164-3989
EISSN: N/A
Available Date: N/A
Research Identity Development of Counselor Education Doctoral Students: A Grounded Theory
Limberg, Dodie; Newton, Therese; Nelson, Kimberly; Minton, Casey A. Barrio; Super, John T.; Ohrt, Jonathan
Professional Counselor, v10 n4 p488-500 2020
We present a grounded theory based on interviews with 11 counselor education doctoral students (CEDS) regarding their research identity development. Findings reflect the process-oriented nature of research identity development and the influence of program design, research content knowledge, experiential learning, and self-efficacy on this process. Based on our findings, we emphasize the importance of mentorship and faculty conducting their own research as a way to model the research process. Additionally, our theory points to the need for increased funding for CEDS in order for them to be immersed in the experiential learning process and research courses being tailored to include topics specific to counselor education.
Descriptors: Researchers, Professional Identity, Counselor Training, Counselor Educators, Mentors, Modeling (Psychology), Doctoral Students, Student Attitudes, Student Development, Experiential Learning, Program Design, Knowledge Level, Research Skills, Self Efficacy
National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A