Mastery experiences may not be the optimal method for initially increasing preservice agriculture teachers' self-efficacy¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Studies of peer teaching, early field experiences, and student teaching course load found mastery experiences were inconsistently or negatively related to preservice and novice agriculture teachers' self-efficacy. → McKim 2016

Evidence¶

McKim 2016¶

McKim, A. J., & Velez, J. J. (2016). An Evaluation of the Self-Efficacy Theory in Agricultural Education. Journal of Agricultural Education, 57(1), 73-90. https://doi.org/10.5032/jae.2016.01073

q2 · i? · review · r2

The review reports Knobloch's 2001 study of two groups of preservice agricultural education students, finding "early field experiences were not significantly related to preservice teachers' teaching efficacy" while peer teaching raised efficacy in only one group. No effect sizes are printed.

"The study conducted by Knobloch identified early field experiences were not significantly related to preservice teachers’ teaching efficacy, but peer teaching was significantly related to increased levels of teaching efficacy for one of the two groups analyzed."

McKim 2016 (2)¶

McKim, A. J., & Velez, J. J. (2016). An Evaluation of the Self-Efficacy Theory in Agricultural Education. Journal of Agricultural Education, 57(1), 73-90. https://doi.org/10.5032/jae.2016.01073

q2 · i? · review · r2

The review reports Wolf et al. (2010) found "teaching additional courses during student teaching was related to lower levels of classroom management efficacy," and Whittington et al. (2006) found number of classes taught negatively correlated with novice teachers' efficacy. No effect sizes are printed.

"Research conducted by Wolf et al. (2010) found teaching additional courses during student teaching was related to lower levels of classroom management efficacy."

Discussion¶

Related Claims¶

• Proximal goals and ability attributional feedback for early learning raise self-efficacy more than distant goals and effort feedback, by a review's report of earlier studies — the general claim this finding bears on, with the studies behind it
• Student teachers' teaching efficacy follows a dip trajectory: it rises during on-campus preparation, falls to its lowest point at the midpoint of student teaching, and rebounds by the end — related
• Vicarious experiences are positively related to agriculture teachers' general teaching efficacy, with observing a first year teacher explaining 11% of variance — related
• The effect of social persuasion on student teacher efficacy depends on its form: verbal feedback from cooperating teachers is positive while structured communication tools and peer pairing show no benefit — related
• Descriptive patterns link infrequently reported experiences to initial self-efficacy: teaching others and no impact were reported by higher self-efficacy students, consulting a teacher by lower — related
• Lower initial self-efficacy significantly increased the odds of students reporting that getting help from peers increased their self-efficacy — related
• Agriculture teachers' self-efficacy is positively related to career persistence indicators such as career commitment and job satisfaction — related