Literaturnachweis - Detailanzeige
Autor/inn/en | Roberts, T. Grady; Mowen, Diana L.; Edgar, Don W.; Harlin, Julie F.; Briers, Gary E. |
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Titel | Relationships between Personality Type and Teaching Efficacy of Student Teachers |
Quelle | In: Journal of Agricultural Education, 48 (2007) 2, S.92-102 (11 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1042-0541 |
Schlagwörter | Educational Strategies; Classroom Techniques; Student Teaching; Student Teachers; Personality Traits; Agriculture; Self Efficacy; Measures (Individuals); Agricultural Education; Texas Lehrstrategie; Klassenführung; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Landwirtschaft; Self-efficacy; Selbstwirksamkeit; Messdaten; Agriculture; Education; Landwirtschaftliche Ausbildung; Ausbildung |
Abstract | The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of student teachers. The population of interest was all agricultural science student teachers at Texas A&M University. The sampling frame included all student teachers during the spring and fall semesters of 2005 (n= 72). Teaching efficacy was measured using the long form of the Teachers' Sense of Efficacy Scale, and the Myers-Briggs Type Indicator[R] (MBTI[R]) Form M was used to assess personality type. The typical student teacher was a 22 year old white female who had enrolled in agricultural science courses in high school and who was currently completing an undergraduate degree. Student teachers exhibited "Quite a Bit" of teaching efficacy throughout the student teaching semester. Student teachers were more extroverted (E), sensing (S), feeling (F), and judging (J). The two most commonly observed personality types were ESFJ and ENFP. Personality type of student teachers is negligibly related to teaching efficacy. Efficacy in instructional strategies is negatively related with sensing (S) and efficacy in classroom management is positively related to judging (J). (Contains 3 figures and 4 tables.) (As Provided). |
Anmerkungen | American Association for Agricultural Education. 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 | 2017/4/10 |