Structured Communication: Effects on Teaching Efficacy of Student Teachers

Autor/inn/en	Edgar, Don W.; Roberts, T. Grady; Murphy, Tim H.
Titel	Structured Communication: Effects on Teaching Efficacy of Student Teachers
Quelle	In: Journal of Agricultural Education, 50 (2009) 1, S.33-44 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Student Teachers; Quasiexperimental Design; Field Experience Programs; Agriculture; Cooperating Teachers; Self Efficacy; Beliefs; Agricultural Education; Student Teacher Attitudes; Undergraduate Students; Interpersonal Relationship; Measurement + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Praxisnahes Lernen; Landwirtschaft; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Agriculture; Education; Landwirtschaftliche Ausbildung; Ausbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Messverfahren
Abstract	Teaching efficacy beliefs of agricultural science student teachers during field experiences may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between cooperating teachers and student teachers would have on student teachers' self-perceived teaching efficacy during field experiences. The learning environment of field experiences must be more fully understood to explain why some student teachers enter the profession of agricultural science teaching and others do not. This study employed a quasi-experimental design with a nonrandom sample in a multiple time-series design. The average respondent in this study was a 23-year-old white undergraduate female located at a multiple-placement cooperating center. Respondents in an environment where the amount and type of communication between student teachers and cooperating teachers was structured were less efficacious when compared with respondents who were not in a structured communication setting. In addition, student teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas student teachers who were not involved in structured communication increased in self-perceived teaching efficacy levels. (Contains 3 tables.) (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	2017/4/10