"I Feel Like I Can Do It Now": Preservice Teaching Efficacy and Deliberate School Contexts

• In Event: Roundtable Session 17
  In Roundtable Session: Mentoring Relationships Involving Preservice Student Teachers, Supervisors, and Teachers

Abstract

Teaching efficacy, or one’s feelings about their abilities in the classroom, remains a major component of educational research. We know, that despite participating in shared or similar experiences, some PSTs develop teaching efficacy and some do not (Tschannen-Moran & Woolfolk Hoy, 2001). Yet, in-depth examinations into the specific practices of successful host schools are scarce in the deep field of research on teacher efficacy (Klassen, Tze, Betts, & Gordon, 2011). Consequently, we must examine the contexts, resources, and strategies that facilitate development of teaching efficacy. Here, we examine the deliberate actions of one Midwestern elementary school to establish a professional climate that deliberately seeks to foster PST success while they engage in a yearlong co-teaching student teaching internship.

Authors

• Andrea M Hawkman, University of Missouri

• Kathryn B. Chval, University of Missouri - Columbia

• Laurie Kingsley, University of Missouri

• Jennifer Bordon, University of Missouri