Graduation Year


Document Type




Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum and Instruction

Major Professor

Jennifer Jacobs, Ph. D.

Committee Member

Margaret Krause, Ph. D.

Committee Member

William Black, Ph. D.

Committee Member

Zorka Karanxha, Ed. D.


collaborating teachers, pre-service teachers, teacher leadership, university partnership


The purpose of this case study was to explore the perceptions of members of three triads currently working in a professional development school (PDS). to determine in what ways the context of the PDS influenced personal or collective efficacy. The triads consisted of a collaborating teacher, pre-service teacher, and university supervisor and were all located in one professional development school. Data were collected from two face-to-face individual interviews with each triad member and one focus group meeting with all triad members. Findings revealed that the growth of efficacy was influenced by the focus the PDS placed on student learning and teacher development. The practices that influenced efficacy under the PDS goal of student learning were: 1) collabortive planning, 2) co-teaching, 3) practitioner inquiry, and 4) emotional support from the partnership. Under the goal of teacher development, the practices influencing efficacy were: 1) shared responsibility to support PST success, 2) importance of building relationships and working collaboratively, 3) shared learning experiences, and 4) simultaneous renewal. The findings for this study have implications for professional development schools and teaching practices that promote efficacy.

Included in

Education Commons