This qualitative study examined the unique perspectives of participants, who recently completed their elementary teacher education training, of their sense of effectiveness in leading students to learn, also known as teacher efficacy. This study used a comparative case study approach to compare and contrast the differences in teacher efficacy as impacted by the internship experiences and supervision of cooperating teachers, within two different teacher preparation models. Volunteers were selected from a population of 2017 elementary teacher education graduates from Florida Atlantic University and Florida State University who had completed their pre-service internships during the 2016-2017 academic year. Participants responded to open-ended questions during telephone interviews. Data were analyzed to compare participants’ descriptions of their teacher efficacy, how their teacher efficacy may have developed through the progress of their programs and impacted by their internship experiences. This study also examined whether comprehensive training in coaching and mentorship, as provided by one of the two state universities, contributed to the participants’ level of teacher efficacy. The outcomes corroborated current research literature but also revealed unique findings in the formation and development of perceived teaching effectiveness through the preparation program experience. The findings for show that pre-service teachers do not succinctly connect their perceived teacher efficacy to students’ learning and accomplishing instructional goals. Also, that internships need to provide frequent, timely and diverse experiences within an environment of learning and support. The key differences between FAU and FSU were in consistency within placements and in diversity of student populations. Impactful events were noted by participants of both FAU and FSU as opportunities for instructional growth and improvement. Finally, the deepest connection with pre-service teachers in developing their teacher efficacy is the mentor/mentee relationship that encourages and supports instructional practice and improvement. Although FAU has provided multiple professional development trainings for supervising pre-service teachers, other factors such as support, encouragement, flexibility and empathy led to developing a more positive teacher efficacy. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Summer Semester 2018. / June 13, 2018. / Includes bibliographical references. / Courtney Preston, Professor Directing Dissertation; Fengfeng Ke, University Representative; Stacey Rutledge, Committee Member; Marytza Gawlik, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_647201 |
| Contributors | Caster, Kay Arnold (author), Preston, Courtney (professor directing dissertation), Ke, Fengfeng (university representative), Rutledge, Stacy A. (committee member), Gawlik, Marytza, 1973- (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (112 pages), computer, application/pdf |
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