Date of Award

1-1-2009

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Education Theory and Practice

Program

Curriculum and Instruction

Content Description

1 online resource (xi, 153 pages) : illustrations

Dissertation/Thesis Chair

Robert P Yagelski

Committee Members

Vicki Kouba, Abbe Herzig

Keywords

Clinical Faculty, Cognitive Coaching, Formative Assessment, Mentor, Self-Efficacy, Student Teacher, Mentoring in education, Student teachers, Teachers

Subject Categories

Teacher Education and Professional Development

Abstract

A southeastern American university school of education has implemented a clinical faculty program to which interested K-12 teachers apply, and if accepted are trained how to mentor student teachers. At the time of this study there were not enough clinical faculty for every student teacher; therefore, some student teachers were placed with (untrained) cooperating teachers for their clinical experience. This study compared the experience student teachers had with cooperating teachers versus with clinical faculty to begin to determine if the implementation of the clinical faculty training has an effect on student teacher self-efficacy.

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