Teacher Sense of Efficacy Scale (TSES)
Category: Teacher and Leader Development
Given the limited time available during teacher preparation, teacher educators must make zerosum choices about the pedagogies they choose to prepare pre-service teachers. Yet the field lacks rigorous causal evidence regarding the relative efficacy of different pedagogies to inform teacher educator decision-making. To begin to address this issue, we randomly assigned 185 college students to one of three experimental conditions reflective of common teacher preparation pedagogies. We find significant and large positive effects of practice-based pedagogies on participants’ skills in eliciting and responding to student thinking as demonstrated through a written assessment and a short teaching episode. Our findings contribute to a developing evidence base that can assist policymakers and teacher educators in designing effective teacher preparation at scale.
Keywords
teacher preparation, practice-based teacher education, causal evaluation
Education level
Document Object Identifier (DOI)
10.26300/mm5s-b648
