ERIC Number: EJ854843
Record Type: Journal
Publication Date: 2008-May
Pages: 10
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1527-9316
Putting Theory into Practice: A Professional Development School/University Co-Teaching Project
Larson, W. Corry; Goebel, Abigail J.
Journal of the Scholarship of Teaching and Learning, v8 n2 p52-61 May 2008
This investigation measured the impact of co-teaching on pre-service teachers' sense of efficacy in classroom management and student engagement. The study utilized a Professional Development School partnership between a university and an elementary school to make a theory-to-practice connection for pre-service teachers enrolled in an applied behavior analysis course. Instruction was delivered by a university professor and an elementary school teacher using collaborative consultation. Changes in pre-service teachers' attitudes were measured by a pre/post administration of the Teachers Sense of Efficacy Scale (TSES) (Tschannen-Moran and Wolfolk, 2001). Results suggested that the pre-service teachers' sense of efficacy increased during the course. (Contains 3 tables.)
Descriptors: Classroom Techniques, Professional Development Schools, Self Efficacy, Professional Development, Attitude Change, Student Teacher Attitudes, Pretests Posttests, Team Teaching, Theory Practice Relationship, Learner Engagement, College School Cooperation, Behavior Theories
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A