Exploring How an Integrated Skills Acquisition Activity Impacts the Teaching Ability and Perceived Self-Efficacy to Teach Agricultural Technical Skills of Preservice Teachers

Autor/inn/en	Albritton, Matthew; Roberts, T. Grady; DiBenedetto, Catherine; Bunch, J. C.
Titel	Exploring How an Integrated Skills Acquisition Activity Impacts the Teaching Ability and Perceived Self-Efficacy to Teach Agricultural Technical Skills of Preservice Teachers
Quelle	In: Journal of Agricultural Education, 64 (2023) 1, S.156-170 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albritton, Matthew) ORCID (Roberts, T. Grady) ORCID (DiBenedetto, Catherine) ORCID (Bunch, J. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Agriculture Teachers; Preservice Teacher Education; Skill Development; Experiential Learning; Self Efficacy; Teacher Education Programs; Preservice Teachers; Teaching Methods; Teacher Competencies; Florida + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lehramtsstudiengang; Lehrerausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst
Abstract	School based agricultural education (SBAE) teachers are required to have expertise in pedagogy and a complex array of agricultural content areas. This study integrated an experience with agricultural technical skills and pedagogical experimentation for preservice teachers in a teaching methods course. An integrated skills acquisition (ISA) treatment based on an experiential learning cycle and specific to each skill was developed to provide guided instruction for technical skills demonstrated in a microteaching. Treatment and control groups were compared and measured on their self-efficacy to teach an agricultural technical skill and their ability to teach an agricultural technical skill. The treatment group received guided instruction for skills and the teaching method while the comparison group were only guided through the teaching method. The treatment group participants increased their self-efficacy to teach and ability to teach agricultural technical skills. The comparison group had no statistically significant changes in self-efficacy or ability to teach agricultural technical skills. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01