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Exploring Relationships Between Teaching Efficacy and Student Teacher – Cooperating Teacher Relationships

机译：探索教学效能与学生教师之间的关系-合作教师关系

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摘要

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 ondata from this study, it was concluded that structured communication did not affect teaching efficacy or the relationship between the student teacher and cooperating teacher.
机译：农业科学专业学生教师的教学效能信念，以及他们在野外实习期间与合作教师的关系，是可能影响进入该专业的学生教师人数的变量。这项研究的目的是检验实施学生教师与合作教师之间的结构性交流对学生教师的自我感知教学效能的影响，以及学生教师与合作教师之间的关系。本研究采用准实验设计，在多个时间序列设计中使用非随机样本。在这项研究中，平均受访者是23岁的白人白人女性，她被安排在多重安置合作中心。根据这项研究的数据，可以得出结论，结构化交流不会影响教学效果或学生教师与合作教师之间的关系。

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