A structured self-anchoring scale for perceptions of teaching effectiveness was administered to 46 student teachers and 46 cooperating teachers at the beginning and the end of student teaching (pre-rating and post-rating). Results showed that: (a) the student teachers' mean post-rating for their teaching effectiveness was significantly higher than the mean pre-rating; (b) the mean post-rating of cooperating teachers for student teachers' teaching effectiveness was significantly higher than the mean pre-rating; and (c) as a group, student teachers' perception of their teaching effectiveness agreed with that of cooperating teachers.
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