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)
|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|
|Note||Doctoral Dissertation Educational Leadership and Policy Studies 2019|
|Collaborating Institutions||Graduate College / ASU Library|
|Additional Formats||MODS / OAI Dublin Core / RIS|