Developing Self-Efficacy: Exploring Preservice Coursework, Student Teaching, and Professional Development Experiences

Autor/inn/en	McKim, Aaron J.; Velez, Jonathan J.
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 kostenfreie Datei (2) Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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