Literaturnachweis - Detailanzeige
Autor/inn/en | McKim, Aaron J.; Velez, Jonathan J. |
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Titel | Developing Self-Efficacy: Exploring Preservice Coursework, Student Teaching, and Professional Development Experiences |
Quelle | In: Journal of Agricultural Education, 58 (2017) 1, S.172-185 (14 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1042-0541 |
Schlagwörter | Self Efficacy; Preservice Teachers; Student Teaching; Faculty Development; Agricultural Education; Teaching Methods; Science Instruction; Classroom Techniques; Mathematics Instruction; Regression (Statistics); Statistical Analysis; California; Idaho; Oregon; Utah; Washington Self-efficacy; Selbstwirksamkeit; Teaching practice; Unterrichtspraxis; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassenführung; Mathematics lessons; Mathematikunterricht; Regression; Regressionsanalyse; Statistische Analyse; Kalifornien |
Abstract | To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional development. Teacher development experiences were analyzed in relation to classroom management self-efficacy, instructional strategies self-efficacy, leadership self-efficacy, science teaching self-efficacy, and math teaching self-efficacy. The relationships between development experiences and self-efficacy were analyzed through five linear regressions with teacher development experiences as independent variables and the five areas of self-efficacy as separate dependent variables. Only statistically insignificant relationships were identified for classroom management self-efficacy and instructional strategies self-efficacy. Student teaching and professional development were statistically significant, positive predictors of leadership self-efficacy. Professional development was also identified as a statistically significant, positive predictor of science teaching self-efficacy. Additionally, preservice coursework was a significant, positive predictor of math teaching self-efficacy. Findings are discussed in relation to the social cognitive theory, with emphasis on practical recommendations to enhance teacher development. (As Provided). |
Anmerkungen | American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |