How Cooperating Teachers and University Supervisors Contribute to Elementary Candidates' Development of Knowledge and Self-Efficacy

• In Event: Exploring Equitable School and University Partnerships

Abstract

Few studies have investigated how cooperating teachers’ (CTs’) and university supervisors’ (USs’) characteristics or the degree of coherence among them are associated with elementary teaching candidates’ attributes. This study used survey data from 200 elementary candidates at five universities and their CTs and USs to examine how CTs’ and USs’ expectations regarding candidates’ opportunities to learn (OTL) reading and mathematics instructional practices and their self-efficacy and beliefs regarding reading and math instruction were associated with candidates’ self-reported OTL and their knowledge, self-efficacy, and beliefs in both subjects. We also explored how candidates’ knowledge, self-efficacy, beliefs, and OTL were associated with their perceptions of program coherence and the degree of alignment among the characteristics and expectations of their CTs and USs.

Authors

• Peter A. Youngs, University of Virginia

• Jason Michael Miller, Eastern Kentucky University

• Tyler Douglas Woodward, University of Virginia