Effects of Mathematics Integration in a Teaching Methods Course on Self-Efficacy of Preservice Agricultural Education Teachers

Autor/inn/en	Stripling, Christopher T.; Roberts, T. Grady
Titel	Effects of Mathematics Integration in a Teaching Methods Course on Self-Efficacy of Preservice Agricultural Education Teachers
Quelle	In: Journal of Agricultural Education, 54 (2013) 2, S.114-129 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Preservice Teachers; Mathematics Instruction; Methods Courses; Mathematics Skills; Self Efficacy; Quasiexperimental Design; Pretests Posttests; Teacher Effectiveness; Teaching Methods; Hypothesis Testing; Surveys; Student Characteristics; Statistical Analysis; Control Groups; Experimental Groups; Florida + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Mathematics lessons; Mathematikunterricht; Methodisch-didaktische Anleitung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Hypothesenprüfung; Hypothesentest; Survey; Umfrage; Befragung; Statistische Analyse
Abstract	Teachers who are efficacious persevere through challenges in the learning environment and put forth more effort in designing learning activities. The purpose of this study was to determine the effects of mathematics teaching and integration strategies (MTIS) on preservice agricultural teachers' personal mathematics efficacy, mathematics teaching efficacy, and personal teaching efficacy in a teaching methods course. The research design was quasi-experimental and utilized a nonequivalent control group. Data were collected at the following three collection points; (a) week 1 of the semester; (b) week 12 of the semester/after the preservice teachers in the treatment group delivered their first mathematics enhanced lesson; and (c) week 15 of the semester. Participants were moderately efficacious in mathematics teaching efficacy and efficacious in personal mathematics efficacy and personal teaching efficacy at all three data collection points. Furthermore, significant differences were not found in the mathematics teaching efficacy, personal mathematics efficacy, and personal teaching efficacy of the preservice agricultural teachers based upon the MTIS treatment. (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