Teacher efficacy in PDS and non-PDS settings
The purpose of this study was to examine and compare the nature of efficacy beliefs in preservice teachers with differing lengths of field experience, preservice teachers and their mentor teachers, and preservice teachers placed in PDS and non PDS settings. This study used both quantitative and qualitative methods. The Teacher Sense of Efficacy Scale, developed by Tschannen-Moran and Woolfolk Hoy, was used as baseline survey data. ANOVA was employed to compare three categories of the efficacy study among the one semester student teachers (OSST) and the voluntary yearlong interns (VYI) the preservice teachers and their mentor teachers, and preservice teachers who had field experiences in PDS and non PDS settings. The three categories included the following: (1) Student engagement, (2) Instructional strategies, and (3) Classroom management.
The qualitative methods employed in this study utilized an analytic induction model of interpretation, which required the collection and explanation of gathered data. Because a relationship was discovered in quantitative research regarding the preservice teachers' variation of the three categories in regards to efficacy beliefs, further in-depth study was needed utilizing qualitative data to strengthen the findings.
Discoveries exposed in this study were based on semi-structured interviews, document analysis, and surveys in which concepts emerged thematically from the multiple data sources resulting in triangulation. Results of the analysis of all data collected revealed that the most significant gains in preservice teacher efficacy favored the VYI over the OSST. In addition, the VYI experienced a greater depth of support in their teaching experience from their mentors than the OSST, as revealed through the review of documents and analysis of interviews. Finally, the study indicated significant differences in the field experiences of preservice teachers in PDS and non PDS settings. The positive impact of collegiality and support offered in PDS settings revealed a higher sense of efficacy beliefs in preservice teachers.
0530: Teacher education