辅导教育博士生实习次数与教学自我效能感的群体差异

The Professional Counselor Pub Date : 2021-10-01 DOI:10.15241/egs.11.3.340

Eric G. Suddeath, Eric R. Baltrinic, Heather J. Fye, Ksenia Zhbanova, Suzanne M. Dugger, Sumedha Therthani

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引用次数: 1

摘要

本研究考察了149名咨询教育博士生的教学自我效能感与教学实习经验的关系。结果显示:咨询教育博士生在开始FiT体验时具有较高的自我效能感，1 ~ 2次FiT体验后自我效能感下降，3 ~ 4次FiT体验后自我效能感略有上升，5次以上FiT体验后自我效能感显著上升。我们讨论了咨询师教育博士课程如何实施和监督FiT经验作为其教学准备实践的一部分的含义。最后，我们指出了研究的局限性，并提出了未来调查咨询师教育中FiT经验的研究建议。

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Group Differences Between Counselor Education Doctoral Students’ Number of Fieldwork Experiences and Teaching Self-Efficacy

This study examined differences in 149 counselor education doctoral students’ self-efficacy toward teaching related to their number of experiences with fieldwork in teaching (FiT). Results showed counselor education doctoral students began FiT experiences with high levels of self-efficacy, which decreased after one to two FiT experiences, increased slightly after three to four FiT experiences, and increased significantly after five or more FiT experiences. We discuss implications for how counselor education doctoral programs can implement and supervise FiT experiences as part of their teaching preparation practices. Finally, we identify limitations of the study and offer future research suggestions for investigating FiT experiences in counselor education.

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The Professional Counselor

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