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one theme from another
to depict most accurately
the experiences and
perspectives of the ...Providing [preservice teachers]
participants (Corbin &
Strauss, 2008). Each of with access to multiple
these practices helped us [microteach] experiences afforded
to ensure the validity of
our qualitative analysis. them opportunities to access all
In the following
sections, we present the four sources of self-efficacy.
results of that analysis
and discuss the potential
implications of these
findings for other TPPs.

Results
Level 1 Coding Results: An Overview of MTs and PST Efficacy
Development
After our first round of analysis, we examined the coding counts across both
semesters to determine which sources of self-efficacy surfaced and how often. In
our previous research (Jakopovic et al., 2021), we had determined that providing
PSTs with access to multiple MT experiences afforded them opportunities to access
all four sources of self-efficacy. A question that the research team wondered was
whether offering fewer MT experiences in a semester (reducing from five to two in
our case) would negatively affect PSTs’ opportunities for self-efficacy attainment.
Our initial findings (Table 3) illustrate that PSTs still identified elements of the MTs
relating to all four sources, despite engaging in only two MTs in the spring.

Table 3

Coding Counts Across Both Semesters

Code Fall 2020 Data Spring 2021 Total
Data
Vicarious Experience 11 10 21

Physiological Arousal 19 16 35

Mastery Experience 33 22 55

Verbal Persuasion 36 30 66

Negative Feedback 8 1 9

Additionally, we noted a significant decrease in negative feedback from
participants from fall to spring, with only one PST providing a negative comment in
Spring 2021, stating, “I do not think that the microteaches impacted my performance
in the field. Presenting in front of peers is not even close to what it is like to present

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