It is generally assumed that formational outcomes in professional education result from an integrated approach to education. This qualitative study examined course feedback forms as well as the results of a follow-up survey administered 9 to 33 months post-course to determine which pedagogical methods and practices students evaluated as contributing to their professional formation as pastoral counselors. Professional formation was operationalized in terms of the development of participants’ theoretical knowledge of counseling, integrated knowledge of theology and psychology, and practice skills. The use of integrative exercises (i.e., in-class demonstrations, verbatim assignments), opportunities to observe and interact with the professor, and the number of direct contact hours, were identified as having a constructive effect on formational outcomes.
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