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in front of the children.” In contrast, in our previous study (Jakopovic et al.,
2021), we had examined the structural issues that led to more negative feedback
initially, including problems with the MT presentation setup and the intentionality
of providing focused feedback opportunities. We incorporated participant feedback
into the changes made for Spring 2021, and participants’ reflections indicated that
these changes enhanced the positive elements of the experience.
We also observed that Fall 2020 had a higher saturation of coding for Mastery
Experience than did Spring 2021. Although we cannot definitively identify the
factors that may have led to this discrepancy, we hypothesize it may be because those
in the Fall 2020 group were unable to participate in their intermediate practicum the
previous semester, as spring of 2020 was when many schools shut down due to the
onset of the COVID-19 pandemic. Conversely, many of the Spring 2021 participants
had at least a partial face-to-face practicum experience in their intermediate
practicum, which may have led to less focus on the impact of the MTs on their self-
efficacy than their fall
semester counterparts.
...We noted a significant Despite this, we found
it worth noting that the
decrease in negative feedback most saturated Level 1
codes, indicating those
from participants from fall to aspects of the MTs that

spring, with only one [preservice were most impactful
students’
self-
for
teacher] providing a negative efficacy development,
related to providing
comment in Spring 2021... opportunities for

participants to engage
in Verbal Persuasion
along with the
opportunities to engage
in teaching as a Mastery Experience. Overwhelmingly, this aligns with the literature
that both are influential components in PSTs’ development of the necessary skills,
knowledge, and confidence to enter into the classroom successfully (Mulholland &
Wallace 2001; Oluwatoyin & Ademiluyi, 2022).

Level 2 Coding Results: The Elements of MTs That Support PST Self-
Efficacy Growth
The first-round findings allowed us to paint a broad image of the opportunities
MTs provided the participants to experience self-efficacy attainment. We also
wanted to examine more closely the specific elements of the two Level 1 codes that
most successfully supported PSTs in their self-efficacy development. In this section,
we focus on the two most heavily saturated Level 2 subcodes, which fell within
the Level 1 codes of Mastery Experiences and Verbal Persuasion and which we
qualified as being coded more than 25 times each (Table 4). These subcodes helped
us further examine how PSTs grew in their self-efficacy acquisition via MTs.

Promoting Professional and Personal Growth of Educators and Excellence in Education 35