A Qualitative Analysis of Open Case Presentation Experiences and Their Meanings among Teacher-Background Counseling Trainees

This study explores the experiences of teacher-background counseling trainees majoring in counseling education at a Graduate School of Education within a National University of Education in P City during open case presentations, and examines the meanings these experiences hold for their language use, intervention patterns, emotional responses, and counselor identity. Data were collected from 75 reflective reports written by these trainees between 2023 and 2025, and analyzed using qualitative content analysis. The findings indicate that during the case reorganization phase, participants engaged in a detailed review of session flow and linguistic choices, allowing them to objectify their practice and refine it theoretically through reflective experience. Emotional reactions such as tension, shame, and anxiety experienced during open case presentations served not merely as performance stress but as emotional catalysts for learning, prompting trainees to reflect on how internal factors like urgency, sense of responsibility, and personal beliefs influenced their interventions. Furthermore, through supervisory feedback, participants shifted their focus from technique-centered approaches to relationship- and presence-oriented attitudes, reaffirming the importance of ethical judgment and client-centeredness. Following the presentations, participants reflected on the tension between their dual identities as teachers and counselors, demonstrating a strong orientation toward integrating counseling perspectives into classroom practices such as class management and student guidance. These findings suggest that open case presentation functions as a critical learning mechanism that facilitates professional development and identity reflection for teacher-background counseling trainees, extending beyond a mere practicum assignment.