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Impact of Student Teaching on the Se...

Branscum, Robert A.,

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Impact of Student Teaching on the Self-Efficacy and Importance of Instructional Practices in SBAE Pre-Service Teachers /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Impact of Student Teaching on the Self-Efficacy and Importance of Instructional Practices in SBAE Pre-Service Teachers // Robert A Branscum.
作者:	Branscum, Robert A.,
面頁冊數:	1 electronic resource (187 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
Contained By:	Dissertations Abstracts International86-06A.
標題:	Agricultural education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31484450
ISBN:	9798346810308

Impact of Student Teaching on the Self-Efficacy and Importance of Instructional Practices in SBAE Pre-Service Teachers /
Branscum, Robert A.,

Impact of Student Teaching on the Self-Efficacy and Importance of Instructional Practices in SBAE Pre-Service Teachers /Robert A Branscum. - 1 electronic resource (187 pages)

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

School-based agricultural education (SBAE) is experiencing a discrepancy between the demand for new SBAE teacher hires and the supply of graduates from teacher preparation programs (AAAE, 2024). Most new SBAE teacher hires are traditionally certified graduates of university teacher preparation programs (AAAE, 2024). Their preservice teacher training concludes with a clinical student teaching internship as the capstone experience (Kasperbauer & Roberts, 2007b; Paulsen et al., 2015). The purpose of this study was to determine the instructional practice needs of student teachers at the beginning and end of their student teaching experience. Bandura's (1977) self-efficacy theory provided the theoretical framework for the study, which addresses a person's self-efficacy to complete a specific task successfully. The study implemented a casual-comparative design as data were collected at two different points during the training of preservice teachers: before and after student teaching. Fourteen universities in NAAE Region II provided the names and school email addresses of student teachers for the spring 2024 semester. Thirty-five student teachers at eight universities in five states provided complete responses for Phase I and II data collection. Data were collected using a modified instrument from an Oklahoma SBAE teacher needs assessment (Branscum et al., 2023). Participants were asked to rate 26 select instructional practice areas on a five-point Likert-type scale for perceived self-efficacy and importance. Wilcoxon Matched-Pairs Signed Ranked Tests were conducted to compare the change in self-efficacy and perceived importance of instructional practices after student teaching. Instructional practice self-efficacy increased significantly (p < 0.05) in 21 areas after student teaching. Developing lesson plans decreased significantly in perceived importance after student teaching. The Ranked Discrepancy Model (RDM) was administered to rank the instructional practice needs by calculating the positive, negative, and tied ranks (Narine & Harine, 2021). Instructional areas with the greatest perceived need for additional training were Modifying instruction for students with special needs, Motivating students to learn, and Managing student behavior. Instructional practice need rankings were similar for preservice teachers before and after student teaching. The findings of the study guided 22 conclusions along with implications and recommendations for practice and research.

English

ISBN: 9798346810308Subjects--Topical Terms:

612126
Agricultural education.
Subjects--Index Terms:

Instructional practices

Impact of Student Teaching on the Self-Efficacy and Importance of Instructional Practices in SBAE Pre-Service Teachers /
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