English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In this special issue, leaders in counselor education presented a persuasive perspective that signature pedagogies are foundational to teaching practice and addressing learning outcomes for counseling students (Baltrinic & Wachter Morris, 2020). In her rebuttal, Borders (2020) argues a singular signature pedagogy may be more applicable and that the learning process (i.e., how students learn) may be more advantageous in research of teaching for counselor education. As counselor educators digest these proposals into their existing schemas to conceptualize what signature pedagogy(ies) mean to them, what remains replete in the literature is that there is scant research of teaching (Barrio Minton et al., 2014; Barrio Minton et al., 2018). In their review of research on teaching in counseling across 15 years and two content analyses, Barrio Minton and colleagues (2014, 2018) summarize the need for counselor educators to increase their exploration of rigorous methodologies for teaching and learning. Indeed, one of the identified aims of Teaching and Supervision in Counseling is to publish high-quality research in teaching (Wester, 2019). Therefore, I offer counseling researchers methodological considerations when developing research projects related to teaching. I review the development of research questions, as well as methodological elements: procedures, samples, and data analysis. Finally, I propose strategies for addressing some of the errors often made in the manuscript writing process that challenge journal reviewers from assigning a favorable determination. In this process, I encourage a collective response to progress the rigor of research on teaching in counselor education. Research Questions

Research of Teaching in Counselor Education: A Collective Effort of Improved Rigor