Pedagogical influence of interaction with cooperating teachers on the efficacy beliefs of student teachers

Hamman, Doug; Olivárez, Arturo; Lesley, Mellinee; Button, Kathryn; Chan, Yoke-Meng; Griffith, Robin; Elliot, Susan

doi:10.1080/08878730609555391

Cited by 33 publications

(14 citation statements)

References 15 publications

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“…In fact, these authors noted that the factor structure is less distinct for preservice teachers and recommended that factor analysis be conducted on data gathered using the TSES. Despite this suggestion, researchers have applied the three-factor structure to data from preservice teachers either without examining the factor structure (e.g., Hamman et al, 2006) or with less stringent factor identification methods, such as the eigenvalues greater than one rule (e.g., Cheung, 2006;Poulou, 2007).…”

Section: Theoretical Frameworkmentioning

confidence: 98%

Examining the Factor Structure of the Teachers’ Sense of Efficacy Scale

Fives

Buehl

2009

The Journal of Experimental Education

121

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Section: Theoretical Frameworkmentioning

confidence: 98%

Examining the Factor Structure of the Teachers’ Sense of Efficacy Scale

Fives

Buehl

2009

The Journal of Experimental Education

121

View full text Add to dashboard Cite

“…Student teachers benefit from supervising teachers' efficacy and encouragement for them to feel they have the power to influence their students' learning (Catapano, 2006;Foote & Cook-Cottone, 2004;Knoblauch & Hoy, 2008;Wang et al, 2010). The positive and supportive interactions student teachers receive from their cooperating teachers are factors strengthening their perceptions of their own efficacy (Hammond et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Teacher Efficacy: How Teachers Rate Themselves and How Students Rate Their Teachers

Bordelon

Phillips

Parkison

et al. 2012

Action in Teacher Education

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The purpose of this investigation was to compare how teachers rate themselves with how students rate their teachers on the Teacher Efficacy the External Influences Scale, a scale designed to assess teachers' efficacy in the area of classroom organization and discipline. The participants in this study were seventh-and eighth-grade teachers and their students in a middle school located in a metropolitan area of a midsized, midwestern community in the United States. There were 710 students and 18 teachers participating in this study. The researchers found five of the 13 scale items were statistically significant. The results show that teachers have a positive influence on students' behavior, teachers may relate to most difficult students, teachers might compensate for students' home experiences through good teaching, some students may not respond to any teacher intervention, and students who report being disciplined at home were unlikely to accept discipline at school. This study suggests how the results might improve the collaborative relationships between teachers and students.

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“…Previous literature has documented how cooperating teachers are the most important influences on student teachers' philosophies (Anderson, 2009), self-efficacy (Hamman et al, 2006), and teaching practices (Whitney, Golez, Nagel, & Nieto, 2002). In this study, the cooperating teachers influenced preservice teachers in many ways, influencing planning, pressuring for test preparation, and guiding how religion and science was addressed.…”

Section: Discussionmentioning

confidence: 96%

Student Teachers’ Approaches to Teaching Biological Evolution

Borgerding

Klein

Ghosh

et al. 2015

Journal of Science Teacher Education

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Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

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Pedagogical influence of interaction with cooperating teachers on the efficacy beliefs of student teachers

Cited by 33 publications

References 15 publications

Examining the Factor Structure of the Teachers’ Sense of Efficacy Scale

Examining the Factor Structure of the Teachers’ Sense of Efficacy Scale

Teacher Efficacy: How Teachers Rate Themselves and How Students Rate Their Teachers

Student Teachers’ Approaches to Teaching Biological Evolution

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