Date on Master's Thesis/Doctoral Dissertation
College of Education and Human Development
Curriculum and Instruction, PhD
Physical education teachers--Training of; Effective teaching; Mentoring in education
The purpose of this study was to examine the impact Cognitive CoachingSM, a mentoring tool, (a) has on physical education teacher candidates’ teacher efficacy and (b) their perceptions of the impact Cognitive CoachingSM had on the lesson planning and lesson reflection abilities during a student teaching experience. Both quantitative and qualitative measures were employed to determine the impact of Cognitive CoachingSM physical education teacher candidate’s teacher efficacy. The design for this study was a quasi-experimental design with an untreated control group with pre-test and post-test samples (Shadish, Cook & Campbell, 2002). The quantitative date was collected through the Ohio State Teacher Efficacy Scale (OSTES) (Tschannen-Moran & Hoy, 2001) and the Physical Education Teaching Efficacy Scale (PETES) (Humphries, Hebert, Daigle, & Martin, 2012). The qualitative data, semistructured interviews, the planning and reflecting conversations in Cognitive CoachingSM, and an intervention open-ended survey helped identify how the intervention impacted physical education teacher candidates’ teacher efficacy and perceptions. Overall, the impact of the treatment, Cognitive CoachingSM, had a statistically significant impact of physical education teacher candidates’ teacher efficacy measured by the PETES and OSTES and the participants perceived Cognitive CoachingSM impacted their lesson planning, lesson reflection capabilities, and professional and personal lives. From these findings, a recommendation can be made to incorporate Cognitive CoachingSM, a mentoring tool, into physical education teacher education programs to foster growth in teacher efficacy among physical education teacher candidates.
Burnett, Stefanie Wooten, "Cognitive coaching : the impact on teacher candidates' teacher efficacy." (2014). Electronic Theses and Dissertations. Paper 181.