Growing Self-Efficacy and Collaboration: How School Context Relates to Student Teaching Outcomes

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

Abstract

We present the effects of a novel student teaching paradigm – co-teaching. Traditional student teaching often leaves novices to prepare lessons in isolation and with less interaction with mentors. Yet, student teaching’s role in growing self-efficacy and collaboration is critical in the increasingly pressing environment of 21st century schools. Using linear regression models, we examine the effects of co-teaching on self-efficacy and collaboration using a recent pre-post sample of n=70 student teachers in Pennsylvania. Interactions with school characteristics are explored. We find that enrollment, reading achievement and urban location play a role in moderating the benefits of co-teaching. We then discuss how the implementation of student teaching should be adjusted with attention to school context.

Authors

• Benjamin A. Cohen, Center for Schools and Communities

• Jane M. Wilburne, The Pennsylvania State University