How time allocation impacts teacher efficacy of student teaching interns in agricultural education: A Q-sort Study

2015 ◽  
Vol 56 (2) ◽  
pp. 93-109
Author(s):  
Sheyenne Krysher ◽  
J. Shane Robinson ◽  
M. Craig Edwards
Keyword(s):  
Teacher Efficacy ◽  
Student Teaching ◽  
Agricultural Education ◽  
Time Allocation ◽  
Q Sort

scholarly journals Personality type as a predictor of interaction between student teachers and cooperating teachers

2005 ◽  
Author(s):  
◽  
Tracy (Tracy Jonathan) Kitchel
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Agricultural Education ◽  
Quantitative Research ◽  
Cooperating Teachers ◽  
Personality Type ◽  
Myers Briggs Type Indicator ◽  
University Of Missouri ◽  
School Year ◽  
Agriculture Teacher

Pairing of student teachers with cooperating teachers has not been studied intently in agricultural education. With student teaching being an important aspect to teacher preparation, it should be a research priority. The purpose of the study was to determine if personality type could predict aspects of interaction between cooperating teachers of agricultural education in two Midwestern states and their student teachers. Student teachers and cooperating teachers in agricultural education for the 2003-2004 school year, from the University of Missouri-Columbia and University of Illinois at Urbana-Champaign, participated in the study.The study was descriptive-correlational, quantitative research. To measure personality type, the Myers-Briggs Type Indicator was used. To measure interaction aspects, the Mentoring Relationship Questionnaire (Greiman, 2003) was used. Findings suggest that, according to both cooperating teachers and student teachers, that student teachers were receiving psychosocial assistance from cooperating teachers. In addition, according to both student teachers and cooperating teachers, student teachers did not need much, nor did they receive much support related to roles and responsibilities of an agriculture teacher. Although the study found strength in relationships between overall perceived similarity and interaction satisfaction, personality type was found to have little influence on the variables.

Relationship between Career and Technical Education Student Teachers' Self-Efficacy and edTPA Performance

2019 ◽  
Vol 44 (2) ◽  
pp. 88-113
Author(s):  
Victoria P. Whitley ◽  
Travis D. Park ◽  
Wendy J. Warner ◽  
Erin T. Horne
Keyword(s):  
Student Teachers ◽  
Career And Technical Education ◽  
Student Teaching ◽  
Agricultural Education ◽  
Self Efficacy ◽  
Technical Education ◽  
Education Student ◽  
Career And Technical ◽  
Quasi Experimental ◽  
And Performance

The edTPA, a validated teacher performance assessment, is being used across the nation to assess the readiness of career and technical education (CTE) student teachers for a successful career in education. The purpose of this study was to gain a better understanding of the relationship between edTPA and both Technology and Agricultural Education student teacher's self-efficacy throughout their student teaching. This quasi-experimental study compared mean of self-efficacy as measured by the Teacher Self-Efficacy Scale (TSES) to edTPA scores from Agricultural Education and Technology Education student teachers at a southern land-grant university. This study found a negative correlation between self-efficacy means at the end of the student teaching semester and overall edTPA score. Self-efficacy in some students was found to decrease after internal submission when given feedback on progress and performance. All participants were shown to increase in self-efficacy from the beginning to the end of the student teacher experience.

scholarly journals Preservice agriculture teachers’ perceived self-efficacy of specific SAE competencies

2021 ◽  
Vol 2 (3) ◽  
pp. 50-60
Author(s):  
Eric Rubenstein ◽  
James Scott
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Agricultural Education ◽  
Self Efficacy ◽  
The Self ◽  
Teacher Preparation Programs ◽  
Agriculture Teachers ◽  
Preparation Programs ◽  
Supervised Agricultural Experience

With the implementation of the supervised agricultural experience (SAE) within school-based agricultural education (SBAE), hands-on learning has changed how students learn in the classroom. SAE programs, a key component of agricultural education, are an example of experiential learning within the SBAE model. The implementation of SAE experiences has been often viewed as difficult for many teachers, and many new agricultural educators struggle with implementing SAE into their classroom instruction. Therefore, this study sought to determine the self-efficacy of preservice agriculture teachers towards the American Association for Agricultural Education-Supervised Agricultural Experience (AAAE) SAE competencies. Results indicated that a majority of preservice teachers considered SAE an important aspect of the SBAE model. However, results indicated that few competencies showed significant differences between pre- and post-completion of the agricultural program, and gender differences did not indicate much significance in self-efficacy. Data indicates that teacher preparation programs have been successful in preparing students to develop, implement, and supervise SAE programs during student teaching. The researchers recommend that further research should examine additional agricultural teacher preparation programs and determine the self-efficacy of cooperating teachers in the classroom.

Teacher Efficacy Of Novice Teachers In Agricultural Education In Ohio At The End Of The School Year

2006 ◽  
Vol 47 (4) ◽  
pp. 26-38 ◽  
Author(s):  
M. Susie Whittington ◽  
Elaine McConnell ◽  
Neil A. Knobloch
Keyword(s):  
Teacher Efficacy ◽  
Novice Teachers ◽  
Agricultural Education ◽  
School Year
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