Co-teaching-based professional development: Self-efficacy, attitudes toward the profession, and pedagogical practices

The design of university training programs affects academic outcomes therefore, exploring the various design components in the academic program is important. The study explored how participating in a co-teaching-based professional development program (PDP) affects novice teachers' self-efficacy, their attitudes toward the profession, and their application of pedagogical practices; and measured the correlation between self-efficacy and attitudes and how it is influenced by the application of pedagogical practices. We used a questionnaire answered by 300 novice teachers and interviews with 15 teachers who participated during their academic studies in the co-teaching-based PDP. The results indicated a higher sense of self-efficacy and attitudes toward the profession among teachers who participated in the co-teaching-based PDP. The relationship between teachers' self-efficacy and attitudes was partially mediated by six pedagogical applications. The findings provide insights on designing PDP that may contribute to ameliorating the entrance of novice teachers into the teaching profession with teaching skills that will sustain over time. Practitioner Notes 1. Connecting experiential components from the educational field is important in the professional academic training of teachers. The findings of the study show that the integration of a component of co-teaching by university educators strengthens the academic course and contributes to teachers' self-efficacy and positive attitudes toward the teaching profession. 2. The findings of the study confirm the positive and significant relationship that exists between teachers' self-efficacy and their attitudes toward the teaching profession. University educators need to take this into account in teaching and designing learning environments. 3. The relationship between teachers' self-efficacy and attitudes was mediated by several pedagogical practices: applying constructivist pedagogical practices; matching to differences between learners; collaboration between fellow teachers; accountability; planning and teaching management; and academy-community relationships. University educators, therefore, should include these aspects in academic curricula.