Exploring Relationships between Teaching Efficacy and Student Teacher-Cooperating Teacher Relationships

Autor/inn/en	Edgar, Don W.; Roberts, T. Grady; Murphy, Tim H.
Titel	Exploring Relationships between Teaching Efficacy and Student Teacher-Cooperating Teacher Relationships
Quelle	In: Journal of Agricultural Education, 52 (2011) 1, S.9-18 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2011.01009
Schlagwörter	Student Teachers; Quasiexperimental Design; Field Experience Programs; Cooperating Teachers; Self Efficacy; Teacher Student Relationship; Beliefs; Agricultural Education; Predictor Variables; Control Groups; Experimental Groups; Schematic Studies; Supervisor Supervisee Relationship; Aptitude Treatment Interaction + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Praxisnahes Lernen; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Belief; Glaube; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Prädiktor; Schematheorie
Abstract	Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers on student teachers' self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher. This study employed a quasi-experimental design with a non-random sample in a multiple time-series design. The average respondent in this study was a 23 year old white undergraduate female placed at a multiple placement cooperating center. Based on data from this study, it was concluded that structured communication did not affect teaching efficacy or the relationship between the student teacher and cooperating teacher. (Contains 2 figures and 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