Understanding co-teaching and related self-efficacy development in student teachers who co-teach
This study’s purpose was twofold. First, I sought to understand and document the experience of co-teaching as a student teacher as it is currently being conducted by universities in the State of Indiana. Secondly, I desired to understand how the documented experiences impact a pre-service student teacher’s developing sense of self-efficacy related to teaching. Therefore, this work presents the results of a mixed-methods study addressing the research questions: 1. How do student teachers engaged in a co-teaching student teaching arrangement experience the classroom role of teacher with this setting? 2. How much does co-teaching as a student teacher impact a pre-service student teacher’s sense of self-efficacy related to teaching? and 3. What are the experiences of co-teaching as a student teacher that inhibit, enhance, or maintain one’s sense of self-efficacy related to teaching? In answering these questions, I found that student teachers experience the role of teacher as one of transition, as they move from someone who is doing teacher-like things toward the identity of someone who is indeed a teacher. During this time, self-efficacy also develops at statistically significant levels, and this research identifies specific experiences and characteristics that are associated with various levels of self-efficacy change, including but not limited to reflectiveness, social comparison and expectations.
Alsup, Purdue University.
Teacher education|Occupational psychology
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