Counseling / Induction Support

Members of the Teacher Academy Learning Community will be provided with support during their university journey and their first year of teaching through counseling services that respect and embrace cultural diversity.

An Evaluation of the LIBRE Counseling Model
For Teaching Problem-Solving Self-Efficacy with Academy of Teaching Excellence (ATE) Students

Teachers-in-training who are guided through problem-solving strategy use and supported in its application have opportunities to develop positive problem-solving self efficacy. Two of the best instructional methods for teaching cognitive skills are modeling and guided practice with feedback (Bandura, 1986). This outcome should facilitate academic self-efficacy and persistence (Heppner & Petersen, 1982; Heppner, 1988). Nurmi, Aunola, Salmela-Aro & Lindroos’ (2003) investigations of relationships between an individual’s success expectation and task-avoidance found a cyclical pattern of success expectation; they report a predictive pattern in persistence and achievement. Zimmerman & Paulsen (1995) reported invested perseverance lead to successful academic achievement. Extending this research to teachers-in-training, the self-regulated, proficient student once graduated and placed in a teaching role will bring those broad experiences into their classroom.

The purpose of this study is to describe the use of a problem-solving (LIBRE) model as a problem-solving training and experience for UTSA teachers-in-training. The LIBRE, described elsewhere (Guerra, 2004), provides the framework for problem-solving training and practice. This training and practice will be implemented by UTSA counselors-in-training who will have received prior training and be “calibrated” to a minimum level of expertise. Counselors-in-training will be rotated between the groups to minimize trainer bias. Group A LIBRE training will include random selection of counselors-in-training and random assignment of ATE teacher participants. Group B Control group will include random assignment of Counselors-in-training and ATE teacher participants. Treatment approaches will be presented within semester timelines (See Table below).

Fall Semester I

Group A	Group B
Treatment LIBRE Training 25 ATE student participants	Control Rogerian Exchange 25 ATE student participants

Spring Semester II

Group A	Group B
Control No additional LIBRE Training; Rogerian Exchange 25 ATE student participants	Treatment LIBRE Training 25 ATE student participants

To find out more about Counseling and Induction contact Dr. Norma Guerra