The Relationship Between Teacher Self-Efficacy and the Professional Development Experiences of Agricultural Education Teachers Candidates

Kattlyn J. Wolf; Daniel D. Foster; Robert J. Birkenholz

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The Relationship Between Teacher Self-Efficacy and the Professional Development Experiences of Agricultural Education Teachers Candidates

机译：教师自我效能感与农业教育教师应聘者专业发展经历的关系

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The purpose of this study was to examine the relationship between the professional experiences of agricultural education teacher candidates during their internship, their sense of teacher self-efficacy, and their perceptions of their preparation. Thepopulation included the entire cohort (n=24) of teacher candidates during the 2007fall quarter at The Ohio State University. Teacher self-efficacy was measured using the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001). Candidates reported high levels of teacher self-efficacy at the end of the experience. The candidates' perception of their level ofpreparation was similar to their sense of teacher self-efficacy. The largest discrepancy score was for the student engagement domain. Professional development experiences categorized as vicarious experiences revealed the strongest overall relationship with teacher self-efficacy. The experience of observing a first-year agriculture teacher had the strongest positive relationship with overall teacher self-efficacy. This variable explained 11 percent of the variance in overall teacher self- efficacy, and 14 percent of the variance in the instructional strategies domain. Verbal feedback that candidates received from their cooperating teacher was positively related to teacher self-efficacy. The number of courses teacher candidates taught was negatively related to their sense of efficacy in the classroom management domain.

机译：这项研究的目的是研究农业教育教师应聘者在实习期间的专业经验，他们对教师的自我效能感以及他们对准备的看法之间的关系。人口包括俄亥俄州立大学2007年秋季学期的整个队列（n = 24）的教师候选人。教师的自我效能感是通过教师的效能感量表（Tschannen-Moran＆Woolfolk Hoy，2001）来衡量的。考生报告说，在体验结束时，教师的自我效能感很高。考生对自己准备水平的看法类似于他们对教师自我效能感的理解。差异最大的是学生敬业度领域。被归类为替代性经历的专业发展经验揭示了与教师自我效能感之间最牢固的整体关系。观察一年级农业老师的经验与老师的整体自我效能之间有着最强的积极关系。这个变量解释了总体教师自我效能感中11％的差异，以及教学策略领域中14％的差异。候选人从合作老师那里得到的口头反馈与老师的自我效能感成正比。教师应聘者所教课程的数量与其在课堂管理领域的效能感负相关。

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《Journal of Agricultural Education》 |2010年第4期|共11页
作者
Kattlyn J. Wolf; Daniel D. Foster; Robert J. Birkenholz;
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正文语种 eng
中图分类农业科学;
关键词
teacher self-efficacy; teacher efficacy; professional development; teacher preparation;

机译：教师自我效能感;教师效能感;专业发展;教师准备;

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1. The Relationship Between Teacher Self-Efficacy and the Professional Development Experiences of Agricultural Education Teachers Candidates [J] . Kattlyn J. Wolf, Daniel D. Foster, Robert J. Birkenholz Journal of Agricultural Education . 2010,第4期

机译：教师自我效能感与农业教育教师应聘者专业发展经历的关系
2. Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills [J] . Kerstin Drossel, Birgit Eickelmann Large-scale Assessments in Education . 2017,第1期

机译：教师参与有关在课堂上实施新技术的专业发展：对教师的潜在课堂分析以及与计算机使用，ICT自我效能的关系以及对ICT技术技能的重视
3. Who are the Science Teachers that Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development [J] . Yavuz Saka Journal of Science Education and Technology . 2013,第6期

机译：谁在寻求教师研究经验（RET's）专业发展的理科教师？对教师专业发展的启示
4. Information Technologies in Teacher Education: Teacher Candidates' Perceived Computer Self-Efficacy [C] . SULEYMAN SADI SEFEROGLU WSEAS International Conferences . 2007

机译：教师教育信息技术：教师候选人的感知计算机自我效能
5. RELATIONSHIPS BETWEEN ATTITUDES OF PRE-SERVICE AGRICULTURAL TEACHER EDUCATION MAJORS AND VARIABLES RELATED TO EARLY FIELD-BASED EXPERIENCE (FUTURE FARMERS OF AMERICA (FFA), AGRICULTURAL EDUCATION SOCIETY (AES), COOPERATING TEACHERS, PROGRAM QUALITY). [D] . DEEDS, JACQUELYN PAULINE. 1985

机译：职前农业师范教育学历的态度与与早期实地经验有关的变量（美国的未来农民（FFA），农业教育协会（AES），合作教师，计划质量）之间的关系。
6. Connecting the dots: Secondary science teacher candidates’ uptake of the core practice of facilitating sensemaking discussions from teacher education experiences [O] . Matthew Kloser, Matthew Wilsey, Tia C. Madkins, -1

机译：点点滴滴：中学理科教师应聘者应采用核心实践以促进教师教育经验中的有意义的讨论
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The Relationship Between Teacher Self-Efficacy and the Professional Development Experiences of Agricultural Education Teachers Candidates

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