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Table 4

Coding Counts for Subcodes

Level 1 Code Level 2 Code Code
Counts
Mastery ● Engaging in extra teaching practice 35
Experiences ● Content specific preparation 13

● Focusing on InTASC evaluation 13
standards
● Developing teacher presence 12

● Strategy development 9
● Evaluation purposes 3
● Experiencing a range of content areas 3

● Non-mastery activities 3
Vicarious ● Observing new strategies/tools 17
Experiences ● Observing peers (presence, execution, 8
teaching style)
Verbal Persuasion ● Receiving peer feedback 31

● Receiving instructor feedback 28
● Structure and timeliness of feedback 24
● Feedback that informed field lessons 11

● Providing feedback to peers 3

Physiological ● Developing confidence 22
Arousal ● Safe space to practice and learn 7

● Feelings of nervousness 6

Note. Some Level 2 codes were dual coded in the data.

Mastery Experiences
The PSTs reflected on their self-efficacy development around Mastery
Experiences in a variety of ways, including opportunities to engage in content-
specific teaching, developing strategies, and familiarizing themselves with PST
evaluation tools. By far, the most saturated Mastery Experiences subcode, however,
was “engaging in extra teaching practice,” which we coded 35 times. Considering
this most-often-coded self-efficacy-building opportunity, we further investigated
what it was about the MT and about “practice” that impacted participants’ learning
about teaching.
PSTs reported that MTs served as a useful way to practice. One PST stated, “I
thought the most beneficial parts of the on-campus microteaches were being able to
get more experience writing lesson plans and executing them” (Student 12, Spring
2021). MTs provide an outlet for PSTs to practice the learned skills from their
methods courses. Additionally, some PSTs recognized the MTs served as a unique

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