12 / 87
11
Table 2
Performance of Pre-service Teachers by Achievement Levels for Formal Observations
and Final Evaluations.
Observations
Achievement Levels
High
M
(SD)
Mid-level
M
(SD)
Low
M
(SD)
Block II
Formal Observation
5.3
(1.01)
5.23
(0.91)
4.7
(1.10)
Final Evaluation
6.58
(0.52)
6.45
(0.70)
5.13
(1.24)
Block III
Formal Observation 1
5.17
(1.15)
5.07
(1.22)
4.79
(1.58)
Formal Observation 2
5.57
(1.02)
5.61
(1.00)
5.31
(1.06)
Final Evaluation
5.95
(1.47)
5.82
(1.96)
5.13
(1.78)
Block IV
Formal Observation 1
5.4
(1.19)
5.53
(1.03)
3.92
(1.64)
Formal Observation 2
5.92
(0.30)
5.67
(0.78)
4.63
(1.50)
Formal Observation 3
5.86
(0.43)
5.32
(0.80)
5.07
(1.21)
Final Evaluation
6.25
(1.19)
5.99
(1.12)
4.77
(1.40)
Identified high achievers consistently received higher scores than their lower achieving
colleagues. The identified low achievers received the lowest scores in the sample. Mean scores
revealed that pre-service teachers identified as the low achievers struggled in the first formal
observation by university supervisors each time they advanced to a new block in the program
compared to high and mid-level achievers. Further, low achievers received lower scores from
supervisors and lead teachers as they progressed through the blocks, suggesting that they did not
adapt to the increasing expectations as easily as their colleagues.
Composite Variables
Two composite variables were created from the formal observation form. Specific teaching
behaviors, as indicated on the observation rubric are informative for novice teachers. In reality,
teaching is a composite of behaviors, overlapping and intertwined. The purpose of the composite