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recommendations for faculty who are in charge of or support field experiences
within their program. First, when faced with a finite number of hours that PSTs can
actually engage in teaching opportunities in the field (versus engaging in other tasks
such as observation), supplementing these experiences with the flexible use of MTs
can provide additional mastery experience and feedback opportunities. Second, the
intention and design of the MT matters. Having a clear set of goals, whether it be
a focus on a particular subject area, instructional strategy, classroom management,
and so forth, can increase the likelihood that PSTs experience self-efficacy growth
through MTs. Finally, implementing structures that allow PSTs to receive timely,
specific feedback, both from peers and instructors or practicum supervisors, can
influence the awareness of effective teaching practices and help PSTs reflect on and
improve their implementation of such practices (Rots et al., 2007).

Limitations and Future Research
One major limitation of the current study was the small sample size and data
set, making it difficult to generalize beyond the scope of our analysis whether our
results would be replicable with a larger sample size or varied populations. Despite
this, the preliminary findings from our study support the idea that introducing even
a small sampling of MT opportunities as a supplement to field experiences can
positively impact PST self-efficacy development and is worth further examination
in future research. Additional studies should focus on testing the viability of the MT
model either to affirm these findings or identify additional factors that may impact
the viability of integrating MTs as an approach to developing PST self-efficacy.
Increasing our understanding of how MTs impact self-efficacy and extending this
to how self-efficacy attainment via MTs and hybrid field experiences translates
to teacher retention can play important roles in developing creative solutions to
addressing the teaching shortage long term.

Conclusion
Field experiences continue to be the bedrock of TPPs in terms of helping to
facilitate PST growth and development. TPPs are also at a critical juncture where
faculty need to innovate to attract and train highly prepared teachers, who in turn are
prepared to deal with the realities of teaching so they are more likely to remain in
the field long term. As teacher preparation program professionals look to the future,
identifying additional professional learning opportunities for preservice teachers,
such as microteachings, can support professional learning by acting as a bridge
between theory introduced in college and university settings and the actualities of
teaching in classrooms.

References
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social
and Clinical Psychology, 4, 359–373.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Beck, J., Lunsmann, C., & Graza, T. (2020). “We need to be in classrooms more”: Veteran teachers’
views on teacher preparation and retention. The Professional Educator, 43(1), 91–99.

Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121(4),
3–13.

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