Cooperating Teachers', University Supervisors', and Elementary Teaching Candidates' Development of Knowledge and Self-Efficacy

• In Event: Mentoring Matters: Learning From Practices and Perspectives

Abstract

This study draws on survey data from 200 elementary candidates at five universities and their cooperating teachers and university supervisors to examine how cooperating teachers’ and university supervisors’ self-efficacy and beliefs regarding mathematics and English language arts (ELA) instruction and their expectations regarding elementary candidates’ opportunities to learn (OTL) math and ELA instructional practices were associated with candidates’ knowledge, self-efficacy, and beliefs in math and ELA and their self-reported OTL practices in both subjects during student teaching. Our study also considered how (a) candidates’ perceptions of preparation program coherence and (b) the degree of alignment among the characteristics and expectations of their cooperating teachers and university supervisors were associated with candidates’ knowledge, self-efficacy, beliefs, and OTL.

Authors

• Tyler Douglas Woodward, University of Virginia

• Lauren Molloy Elreda, University of Virginia

• Jason Michael Miller, Eastern Kentucky University

• Peter A. Youngs, University of Virginia