The Effect of Data-Driven Feedback and Coaching on the Self-Efficacy of Preservice Teachers

• In Event: 34.096 - MTCC Roundtable Session 12
  In Roundtable Session: 34.096-3 - Teacher Preparation Through Multiple Media

Abstract

How can preservice teachers’ self-efficacy toward inquiry practices be monitored and improved? After teacher candidates designed lessons and presented them in a mixed-reality simulation environment, data-driven feedback and coaching were the catalysts to impact self-efficacy toward inquiry skills. Quantitative evidence is reviewed for treatment and comparison groups. Qualitative data are categorized based on aspects of social cognitive theory, including types of reflection. Results show how interview responses were used to fill the gaps in interpreting survey outcomes.

Authors

• Wes J. DeSantis, Ridgefield Public Schools

• Marcia A. B. Delcourt, Western Connecticut State University

• Bruce M. Shore, McGill University

• Jacob C. Greenwood, Monroe Public Schools