Bibliographic Details
| Title: |
Overcoming Barriers and Infusing Inclusive Teaching Practices in Counseling Programs. |
| Authors: |
Pitts, Ash1, Terrell, Kassie R.1 k.terrell@unf.edu, Salpietro, Lena2, Hamadi, Hanadi Y.3 |
| Source: |
Journal of Counselor Preparation & Supervision. 2025, Vol. 19 Issue 1, p1-21. 21p. |
| Subject Terms: |
*Counselor educators, *Education advocacy, *Student counselors, *Education of counselors, Social justice |
| Abstract: |
Counselor educators are responsible for promoting inclusive practices within educational institutions and the counseling field. Inclusive teaching promotes equity in education through a commitment to social justice in the classroom. However, many professional organizations fail to define inclusive andragogy and provide little guidance for counselor educators on how to implement these practices within their training programs. Thus, many educators struggle with personal and institutional barriers, as well as limited guidance on effectively implementing inclusive teaching practices. This quantitative study (N=129) explores barriers counselor educators face in infusing inclusive teaching practices, highlights ways to overcome those barriers, and provides specific techniques to infuse inclusive teaching practices. [ABSTRACT FROM AUTHOR] |
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Copyright of Journal of Counselor Preparation & Supervision is the property of North Atlantic Regional Association for Counselor Education & Supervision (NARACES) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
