An Examination of Self-Efficacy Over the Course of a Clinically Rich Graduate Teacher Education Program: Changes in Residents’ Perceptions and Behaviors

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Abstract

This paper documents significant changes in both the perceptions and behaviors of pre-service teachers over the course of a year-long clinically rich residency program. Residents were evaluated in their classroom at ten distinct points over the academic year by a faculty member using a version of the Marzano rubric to assess residents’ classroom/teaching behaviors in terms of best practices. Using the same rubric categories, residents were surveyed about their perceptions of their own effectiveness prior to and at the conclusion of the residency program. The data we have collected suggests that residents demonstrated significant gains in both their perceptions of effectiveness and the use of effective classroom behaviors over the course of the residency program.

Authors

• Heather Meyer Reynolds, SUNY Empire State College

• Donna Mahar, Empire State College - SUNY

• Leigh Yannuzzi, Empire State College

• Amanda J. Wagle, Empire State College - SUNY