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The Impact of Microteach Experiences

on Preservice Teachers’ Self-Efficacy

Development

By Paula Jakopovic, Andrea Karpf, Jennifer Lemke, and Sheryl McGlamery

Teacher recruitment and retention are ongoing issues in the United States (Carver-Thomas
& Darling-Hammond, 2019; Loewus, 2021). Providing high-quality training experiences for
preservice teachers (PSTs) in teacher-preparation programs offers a pathway to long-term
retention in the field. Ensuring that PSTs are offered robust opportunities to engage in teaching
opportunities, whether in the classroom or in simulated settings, can help to promote their
self-efficacy development (Bandura, 1997) or belief in their ability to teach successfully. In this
study, the authors examined microteaches as an innovative way to supplement traditional field
experiences and to increase PSTs’ self-efficacy. They report on findings of a 1-year pilot study
and offer potential implications for other teacher-preparation programs.

he United States is currently facing a crisis in terms of teacher shortages. In
Ta recent study (2019), Carver-Thomas and Darling-Hammond found that the
national teacher attrition rate is 8% annually, and, since the onset of the COVID-19
pandemic, approximately 54% of teachers surveyed reported it was “somewhat
likely” or “very likely” that they would leave the profession within 2 years (Loewus,
2021). Research shows that teacher preparation can positively influence retention in
early-career teachers, particularly by including rich field-experience opportunities
(Beck et al., 2020). Therefore, it is important to identify the components of teacher
preparation programs (TPPs) that can most effectively train highly qualified teachers.
Teacher self-efficacy is the belief a teacher has about his or her ability to produce
desired student outcomes (Bandura, 1986). The literature identifies that teachers are
more inclined to implement new ideas and are more eager to utilize different teaching
methods when they have high levels of self-efficacy (Hatlevik, 2017; Paraskeva et
al., 2008). Higher levels of self-efficacy are also associated with teacher retention
and job satisfaction (Skaalvik & Skaalvik, 2007; 2010). Understanding how TPPs
can support increased self-efficacy is consequently relevant, particularly when
traditional opportunities to develop it in preservice teachers (PSTs) may be limited
or disrupted.
Feedback can play a critical role in PSTs’ development of self-efficacy.
Education research indicates that feedback received from peers, mentors, or
supervisors significantly improves teachers’ professional competence (Matsko
et al., 2018; Tschannen-
Moran & McMaster,
2009). Feedback can Research shows that teacher
validate instructional
choices made by PSTs or preparation can positively
help limit the discrepancy influence retention in early-
between their attempt and
the desired outcome. Prior career teachers...
to COVID-19, many TPPs

28 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators