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Action Research Communities of Practice: Building Novice Teacher Self-Efficacy


Abstract Student teachers in their final year of college preparation enter a profession that is facing a severe shortage and an alarming rate of attrition. Novice teachers, those with five or fewer years of experience, are faced with myriad challenges that makes retention a problem for the colleges preparing them, the school districts that hire them, and the students that need them in their classrooms.

This mixed methods action research study investigated an innovation designed to build student teacher self-efficacy. The expectation was it would increase the likelihood that new graduates would stay in the profession. The innovation taught student teachers to conduct action research within communities of practice. The Concerns-Based Adoption Model ... (more)
Created Date 2019
Contributor Vann, William Camp (Author) / Marsh, Josephine P (Advisor) / Rotheram-Fuller, Erin (Committee member) / Ashton, Kent (Committee member) / Arizona State University (Publisher)
Subject Teacher education / Higher education / Educational leadership / action research / collaboration / communities of practice / retention / self-efficacy / student teacher
Type Doctoral Dissertation
Extent 145 pages
Language English
Copyright
Note Doctoral Dissertation Educational Leadership and Policy Studies 2019
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS


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Description Dissertation/Thesis