| Abstract: | Researchers used 2 rounds of individual interviews and a focus group meeting to explore the identity development experiences of master's‐degree counselor education students. Grounded theory procedures generated a tentative substantive theory that conceptualized these experiences. The theory illustrated how counselors‐in‐training used a recycling identity formation process that involved conceptual and experiential learning experiences to identify, clarify, and reclarify their identities as counselors. |
