TEACHER EDUCATION STUDENTS' EXPERIENCES IN THE COURSE ON COUNSELING THEORY AND PRACTICE

The purpose of this study was to describe the experiences of learning and consequent development of twenty-seven students enrolled in a Teacher Education Program. The students' ages ranged from 21 to 27 years. Participants described their learning experiences one month after taking a two-credit semester-long course on counseling theory and practice. An experiential learning theory served as the framework of reference, and a qualitative method of phenomenology was adopted. Results revealed participant growth in four areas of improving understanding about the counseling profession; gaining better self-understanding, expanding a comprehension of the complexity of human nature and human problems, and enhancing professional competence as a teacher. Finally, implications for research, education/training, and clinical practice were discussed. Key word: experiential learning, counseling theory and practice, teacher education student.

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