One Dance, Different Moves: A Qualitative Study on Filipino Counselor Educators' Pedagogy
Main Article Content
Keywords
ASEAN Counseling, Counselor education, Counselor Educators, Pedagogy
Abstract
This qualitative study was conducted to describe the pedagogy used by Filipino counselor educators through the views and experiences of a select group of Filipino counseling education students. Adopting a phenomenological design, qualitative data from a select group of counseling education students were collected through individual interviews. Cool and warm analyses were performed to examine the qualitative responses of the participants. From the findings emerged five broad themes describing the different pedagogical moves employed by Filipino counselor educators: (1) modelling positive behaviour and competence; (2) mentoring by scaffolding; (3) designing out-of-class learning experiences; (4) teaching through research; and (5) developing reflective practice through experiential learning. The findings of this study highlight the need for counselor educators to be trained on the ways and means of facilitating learning for the optimal development of prospective counselors.
References
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Burnett, J. A., Ilamel, D., & Long, L. L. (2004). Service learning in graduate counselor education: Developing multicultural counseling competency. Journal of Multicultural Counseling and Development, 32, 180-191.
Clarke, P., Binkley, E., & Andrews, S. (2017). Actors in the classroom: The dramatic pedagogy model of counselor education. Journal of Creativity in Mental Health, 12 (1), 129-145.
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Dollarhide, C., Smith, A., & Lemberger, M. (2007). Counseling made transparent: Pedagogy for a Counseling Theories Course. Counselor Education and Supervision, 46, 242-253.
Fall, K. A. & Levitov, J. E. (2002). Using actors in experiential group counseling leadership training. Journal for Specialist in Groupwork, 27, 122-135.
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Grant, J. (2006). Training counselors to work with complete clients: Enhancing emotional responsiveness through experiential methods. Counselor Education and Supervision, 45, 218-230.
Hoffman, R. (2008). Letter writing: A tool for counselor educators. Journal of Creativity in Mental Health, 3 (4), 345-356.
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Kazdin, A. E. (2008). Evidence-based treatment and practice: New opportunities to build clinical research and practice, enhance the knowledge base, and improve the patient care. American Psychologist, 63(3), 146-159.
Larson, L. M., Clarke, M. P., Wesely, L. H., Koraleski, S. F., Daniels, J. A., & Smith, P. L. (1999). Videos versus role plays to increase counseling self-efficacy in prepractica trainees. Counselor Education and Supervision, 38(4), 237-248.
Larson, L. M. & Daniels, J. A. (1998). Review of counseling self-efficacy literature. The Counseling Psychologist, 26, 179-218.
Lawrence, C., Foster, V., & Tieso, C. (2015). Creating creative clinicians: Incorporating creativity into counselor education. Journal of Creativity in Mental Health, 10 (2), 166-180.
Levitov, J., Fall, K., & Jennings, M. (1999). Counselor clinical training with client-actors. Counselor Education and Supervision, 38, 249-260.
McLeod, J. (2001). Qualitative research in counseling and psychotherapy. London: Sage.
Moir-Bussy, A. (2010). Transformative counsellor education through dialogue: Hong Kong example. Asia-Pacific Journal of Counselling and Psychotherapy, 1(2), 160-169.
Osborn, C. J., Dean, E. P., & Petruzzi, M. L. (2004). Use of simulated multidisciplinary treatment teams and client actors to teach case conceptualization and treatment planning skills. Counselor Education and Supervision, 44, 212-134.
Polkinghorne, D. E. (1989). Phenomenological research methods. In R. S. Valle & S. Halling (Eds.), Existential-phenomenological perspectives in psychology (pp. 41–60). New York: Plenum.
Rabinowitz, F. E. (1997). Teaching counseling through a semester-long role play. Counselor Education and Supervision, 36(3), 216-223.
Schmidt, C., & Adkins, C. (2012). Understanding, valuing, and teaching reflection in Counselor education: a phenomenological inquiry. Reflective Practice, 13 (1), 77-96.
Smith, A. (2009). Role play in counselor education and supervision: Innovative ideas, gaps, and future directions. Journal of Creativity in Mental Health, 4 (2), 124-138.
Tang, M., Addison, K. D., LaSure-Bryant, D. Norman, R., O'Connell, W., & Stewart-Sicking, J. (2004). Factors that influence self-efficacy of counseling students: An exploratory study. Counselor Education and Supervision, 44, 70-80.
Wong-Fernandez, B. (2000). Responsive counselor education programs. Philippine Journal of Counseling Psychology, 3, 23-33.
Wong-Fernandez, B. (2001). Counselor education in the Philippines: Status and directions. Philippine Journal of Counseling Psychology, 4, 85-118.
Ziomek-Daigle, J. (2017). Using reflective writing practices to articulate student learning in counselor education. Journal of Creativity in Mental Health, 12 (2), 262-270.
Burnett, J. A., Ilamel, D., & Long, L. L. (2004). Service learning in graduate counselor education: Developing multicultural counseling competency. Journal of Multicultural Counseling and Development, 32, 180-191.
Clarke, P., Binkley, E., & Andrews, S. (2017). Actors in the classroom: The dramatic pedagogy model of counselor education. Journal of Creativity in Mental Health, 12 (1), 129-145.
Cummings, A. (2000). Teaching feminist counselor responses to novice female counselors. Counselor Education and Supervision, 40, 47-57.
de Guzman, A., & Tan, E. (2007). Understanding the essence of scholarship from the lived experiences of a select group of outstanding Filipino researchers. Educational Research Journal 22 (1), 49–68.
Dollarhide, C., Smith, A., & Lemberger, M. (2007). Counseling made transparent: Pedagogy for a Counseling Theories Course. Counselor Education and Supervision, 46, 242-253.
Fall, K. A. & Levitov, J. E. (2002). Using actors in experiential group counseling leadership training. Journal for Specialist in Groupwork, 27, 122-135.
Flick, U., von Kardorff, E., Steinke, I. (2004). A Companion to Qualitative Research. Translated by Bryan Jenner. London: Sage Publications Ltd. p.253–258.
Garcia, J.A. (2012). Charting directions for counselor education in the Philippines. Philippine Journal of Counseling Psychology, 14 (1), 119-141.
Grant, J. (2006). Training counselors to work with complete clients: Enhancing emotional responsiveness through experiential methods. Counselor Education and Supervision, 45, 218-230.
Hoffman, R. (2008). Letter writing: A tool for counselor educators. Journal of Creativity in Mental Health, 3 (4), 345-356.
Ivey, A. E., Ivey, M. B., Zalaquet, C. P. (2016). Intentional interviewing and counseling: Facilitating client development in a multicultural society (9th Eds.). Cengage Learning, ISBN. 1337515884, 9781337515887.
Kazdin, A. E. (2008). Evidence-based treatment and practice: New opportunities to build clinical research and practice, enhance the knowledge base, and improve the patient care. American Psychologist, 63(3), 146-159.
Larson, L. M., Clarke, M. P., Wesely, L. H., Koraleski, S. F., Daniels, J. A., & Smith, P. L. (1999). Videos versus role plays to increase counseling self-efficacy in prepractica trainees. Counselor Education and Supervision, 38(4), 237-248.
Larson, L. M. & Daniels, J. A. (1998). Review of counseling self-efficacy literature. The Counseling Psychologist, 26, 179-218.
Lawrence, C., Foster, V., & Tieso, C. (2015). Creating creative clinicians: Incorporating creativity into counselor education. Journal of Creativity in Mental Health, 10 (2), 166-180.
Levitov, J., Fall, K., & Jennings, M. (1999). Counselor clinical training with client-actors. Counselor Education and Supervision, 38, 249-260.
McLeod, J. (2001). Qualitative research in counseling and psychotherapy. London: Sage.
Moir-Bussy, A. (2010). Transformative counsellor education through dialogue: Hong Kong example. Asia-Pacific Journal of Counselling and Psychotherapy, 1(2), 160-169.
Osborn, C. J., Dean, E. P., & Petruzzi, M. L. (2004). Use of simulated multidisciplinary treatment teams and client actors to teach case conceptualization and treatment planning skills. Counselor Education and Supervision, 44, 212-134.
Polkinghorne, D. E. (1989). Phenomenological research methods. In R. S. Valle & S. Halling (Eds.), Existential-phenomenological perspectives in psychology (pp. 41–60). New York: Plenum.
Rabinowitz, F. E. (1997). Teaching counseling through a semester-long role play. Counselor Education and Supervision, 36(3), 216-223.
Schmidt, C., & Adkins, C. (2012). Understanding, valuing, and teaching reflection in Counselor education: a phenomenological inquiry. Reflective Practice, 13 (1), 77-96.
Smith, A. (2009). Role play in counselor education and supervision: Innovative ideas, gaps, and future directions. Journal of Creativity in Mental Health, 4 (2), 124-138.
Tang, M., Addison, K. D., LaSure-Bryant, D. Norman, R., O'Connell, W., & Stewart-Sicking, J. (2004). Factors that influence self-efficacy of counseling students: An exploratory study. Counselor Education and Supervision, 44, 70-80.
Wong-Fernandez, B. (2000). Responsive counselor education programs. Philippine Journal of Counseling Psychology, 3, 23-33.
Wong-Fernandez, B. (2001). Counselor education in the Philippines: Status and directions. Philippine Journal of Counseling Psychology, 4, 85-118.
Ziomek-Daigle, J. (2017). Using reflective writing practices to articulate student learning in counselor education. Journal of Creativity in Mental Health, 12 (2), 262-270.
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Published
Jul 31, 2018
Article Details
How to Cite
David, A. P., & Aruta, J. J. B. R. (2018). One Dance, Different Moves: A Qualitative Study on Filipino Counselor Educators’ Pedagogy. AsTEN Journal of Teacher Education. https://doi.org/10.56278/asten.v0i0.832
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Research Article