The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years.
This qualitative study explored how academic advising is related to teacher efficacy and instructional attentiveness among a set of second to fourth year student teachers at a teacher training college in Jamaica. All participants were actively receiving and giving academic advising in a government-owned teacher training institution. The primary source of data was unstructured interviews with student teachers and lecturers. Data were acquired over a two-month period by means of unstructured interviews and field notes. These tools afforded the opportunity to extend the conversations and generate meaning from the responses thereby providing rich descriptive notes of the phenomenon. Data were prepared using triangulation matrices, data coding and the Constant Comparison Approach to generate categories showing patterns and relationships of meaning.
The findings on the perspectives of the study participants indicate academic advising has significantly influenced teacher-efficacy among the student teachers as their level of confidence increased, appreciation of teamwork blossomed, instructional competency broadened and misbehaviors controlled. Additionally, their valuing of self and acceptance of other personalities grew immensely which positively affected their relationship with various tiers of staff in the learning environment. The interview data garnered from student teachers indicate that instructional attentiveness improved through the use of multiple teaching methods which included authentic assessment, field experience and student-centered learning. Other factors that boosted instructional attentiveness were good relationships with advisors who were understanding of their differences and commended simple efforts. As a result of the academic advising received, there are several implications for practice and policy which need to be addressed in order to help student teachers to identify their strengths and weaknesses, remain on task, avoid drop out and maintain equilibrium between academic and social experiences as they navigate their way through college.
|Advisor:||Davis, James E., Ducette, Joseph|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 79/05(E), Dissertation Abstracts International|
|Subjects:||Caribbean Studies, Education, School counseling, Higher education|
|Keywords:||Academic adivising, Academic advisor, Instructional attentiveness, Psychosocial development, Self-efficacy, Teacher efficacy|
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