Co-teaching-based professional development: Self-efficacy, attitudes toward the profession, and pedagogical practices

Abstract

The design of university training programs affects academic outcomes therefore, exploring the various design components in the academic program is important. The study explored how participating in a co-teaching-based professional development program (PDP) affects novice teachers' self-efficacy, their attitudes toward the profession, and their application of pedagogical practices; and measured the correlation between self-efficacy and attitudes and how it is influenced by the application of pedagogical practices. We used a questionnaire answered by 300 novice teachers and interviews with 15 teachers who participated during their academic studies in the co-teaching-based PDP. The results indicated a higher sense of self-efficacy and attitudes toward the profession among teachers who participated in the co-teaching-based PDP. The relationship between teachers' self-efficacy and attitudes was partially mediated by six pedagogical applications. The findings provide insights on designing PDP that may contribute to ameliorating the entrance of novice teachers into the teaching profession with teaching skills that will sustain over time.

Climber, mediator, and marathoner: narrative inquiry of career motivation changes of pre-service CSL teachers throughout teaching practicum

“…The teaching practicum has a significant impact on the career motivation development of the three participants, particularly on the influence of their core driving motivations. As a critical component of teacher education, the impact of teaching practice on pre-service teachers’ self-efficacy has been widely recognized in academia ( Dalioglu and Adiguzel, 2016 ; Sasson and Malkinson, 2021 ). Zoe, after completing her teaching tasks, experienced an increase and maintenance of self-efficacy: “The students gave me high ratings, I am very confident...…”

“…Other factors that affect teachers’ career motivation include teaching practicum ( Hiver et al, 2018 ), subject specialization ( Akar, 2012 ), significant others ( Bandura, 1986 ; Siwatu, 2007 ), educational resources and policies ( Johnson and Birkeland, 2003 ), and demographic variables such as gender and age ( Jantzen, 1981 ; Book and Freeman, 1986 ). Noteworthily, teaching practicum is widely considered as an important factor affecting pre-service teachers’ career motivation ( Dörnyei and Ushioda, 2010 ; Topkaya and Uztosun, 2012 ; Zhang et al, 2020 ), because teaching practicums can furnish teachers with different views and deepen their understandings of the teaching profession ( Sasson and Malkinson, 2021 ). These insights pertain to the differences between career perceptions of pre-service teachers and in-service teachers ( Cortés, 2016 ), and of novice teachers and experienced teachers ( Meristo and Eisenschmidt, 2014 ).…”

Formación inicial docente y prácticas de coenseñanza: ¿qué dice la investigación internacional de los últimos 20 años?

“…Progresivamente, la coenseñanza surge como una práctica que supone un proceso cooperativo que se ve favorecido por elementos como interacción cara a cara, la interdependencia positiva, el monitoreo del progreso de la coenseñanza y el compromiso individual, pero también de situaciones problemáticas en su puesta en práctica (Naiditch, 2021;Spörer et al, 2021). Sin embargo, diversos estudios reportan dificultades relacionadas con los saberes diversos, sus especialidades, la negociación en la enseñanza y los elementos institucionales de las comunidades escolares que las favorecen o no (Sasson & Malkinson, 2021;Tremblay, 2022).…”