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¶

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? Verbal feedback from the cooperating teacher explained 10% of the variance in student teachers' general teaching efficacy, while being observed by another student teacher had no significant relationship. → McKim 2016 q2 i? A structured communication tool given to cooperating teachers was detrimental to student teachers' teaching efficacy compared to a control group. → McKim 2016 (2)

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 Wolf et al. (2010) found both written and verbal feedback from cooperating teachers positively correlated with student teachers' efficacy, and "verbal feedback, explained 10% of the variance in student teachers' general teaching efficacy." Being observed by another student teacher was not significant. No standardized effect size is printed.

"The strongest of these communication types, verbal feedback, explained 10% of the variance in student teachers’ general teaching efficacy."

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 Edgar, Roberts, and Murphy's 2007 quasi-experimental study in which cooperating teachers used a structured communication tool rating twelve accomplished practice sections; "the presence of this structured communication tool was detrimental to the teaching efficacy of these student teachers."

"When compared to a control group, the presence of this structured communication tool was detrimental to the teaching efficacy of these student teachers."

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
• Mastery experiences may not be the optimal method for initially increasing preservice agriculture teachers' self-efficacy — related
• Vicarious experiences are positively related to agriculture teachers' general teaching efficacy, with observing a first year teacher explaining 11% of variance — related
• Agriculture teachers' self-efficacy is positively related to career persistence indicators such as career commitment and job satisfaction — related