Professional Identity Development of Tenured and Tenure-Track Counselor Educators

The authors used grounded theory to explore transformational tasks related to professional identity development of 18 tenured and tenure-track counselor educators in a cross-section sample based on professoriate rank classifications (i.e., Assistant, Associate, or Full). The evolving role of relationships in supporting identity, perceived autonomy in the role of counselor educator, and responsibility in the profession of counselor education developed as the counselor educators transitioned through their careers. Implications for counselor education and the counseling profession are offered.