Developing Teacher Efficacy Through a Focus on Self, Students, and Skills

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Engaging Efficacy in Prospective Teacher Education Research

Abstract

Preparing preservice teachers to enter the profession requires coursework and fieldwork to develop content knowledge, instructional strategies, and a disposition which welcomes feedback and ongoing professional learning. Teacher education programs have traditionally focused on content and instruction, and many programs do not include experiential learning opportunities that contribute to the development of the self-efficacy that emerges when teachers learn about Teacher-self, Learner needs, and Clinical skills (TLC). This study explored the application of a conceptual model within a transformative learning experience in a teacher preparation course. Findings indicate the use of simulations with embedded instructional coaching bridges the theory learned in teacher education with the reality teachers experience in the classroom. The TLC conceptual model is provided.

Authors

• Kimy Liu, California State University - Stanislaus

• Debra Bukko, California State University - Stanislaus