Preparing Doctoral Students to Succeed as Counselor Educators: Professional Identity Development

Hongryun Woo¹,Chaiqua Harris², Yoojin Jang³, GoEun Na⁴, Jungeun Lee⁵

¹Department of Counseling and Human Development, University of Louisville
²Department of Counseling, Rehabilitation, and Psychometric Services, Jackson State Louisville
³Department of Education, Hanyang University
⁴School of Education, Hunter College
⁵Department of Psychological, Health, and Learning Sciences, University of Houston

Corresponding Author
Hongryun Woo, Room 326, Woodford R. and Harriett B. Porter Building, University of Louisville, Louisville, KY 40292, USA
Email: h0woo001@louisville.edu

Abstract

The purpose of this study was to explore counselor education doctoral students’ perceptions of their professional identity development as emerging counselor educators. A qualitative method was utilized with 14 doctoral students enrolled in counselor education programs accredited by CACREP. Participants discussed how they define their identity as counselor educators-in-training, what has influenced their professional identity development, and what is needed to strengthen their professional identity. Implications for counseling faculty and the counseling field are discussed.

Preparing Doctoral Students to Succeed as Counselor Educators: Professional Identity Development

Abstract

초록

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