OSTES


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AcronymDefinition
OSTESOhio State Teacher Efficacy Scale
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There was no clear indication within our data that any significant changes occurred in the way the other three OSTEs perceived their roles and responsibilities as teachers as a result of engaging in this project.
As the inquiry projects progressed, three of the five OSTEs relinquished their planned data collection obligations to their novice partners as other responsibilities in the classroom increased.
Both the preservice teachers and their OSTEs agreed that their engagement in collaborative action research allowed them:
Two of the preservice teachers and two of the OSTEs said that the timing of the action research project, which was carried out during the semester before student-teaching, was beneficial.
In this study, the OSTEs were still the experienced teachers with expertise and insights to offer and the preservice teachers were still the inexperienced intern with much to learn.
Furthermore, they each believed in the value of their action research project and professed in their initial interviews that the outcomes would benefit all parties: preservice teachers, OSTEs, and students.
For Martha, there was little to no active collaboration in the real work of the project, and her understanding was restricted in comparison to the other OSTEs who were more actively involved.
Table 1 Correlations Between Bar-On EQ-U: S and OSTES Variable 1 2 3 4 5 1 EQ total -- 2 INTRA .72 ** -- 3 INTER .58 ** .17 -- 4 STR MAN .72 ** .36 ** .18 -- 5 ADAPT .57 ** .23 ** .29 ** .18 -- 6 OSTES .39 ** .47 ** .19 .11 .25 ** 7 MANAG .31 ** .42 ** .16 .03 .21 ** 8 ENGAG .37 ** .41 ** .21 ** .15 .18 9 INSTR .35 ** .43 ** .14 .10 .26 ** Variable 6 7 8 9 1 EQ total 2 INTRA 3 INTER 4 STR MAN 5 ADAPT 6 OSTES -- 7 MANAG .85 ** -- 8 ENGAG .88 ** .63 ** -- 9 INSTR .91 ** .65 ** .72 ** -- Note: N = 169.