Vicarious experiences are positively related to agriculture teachers' general teaching efficacy, with observing a first year teacher explaining 11% of variance¶

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

Subclaims¶

q2 i? Multiple vicarious experiences were positively correlated with student teachers' general teaching efficacy, and observing a first year agriculture teacher explained 11% of the variance in general teacher 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 Wolf et al. (2010) found observing a first year teacher, another student teacher, a non-agriculture teacher, a cooperating teacher, and another agriculture teacher were all positively correlated with general teaching efficacy; "observing a first year agriculture teacher, was found to explain 11% of the variance in general teacher efficacy." No standardized effect size is printed.

"the most powerful of these experiences, observing a first year agriculture teacher, was found to explain 11% of the variance in general teacher efficacy."

Studies bearing on this claim¶

Do observing others teach, and being observed, go with teachers' efficacy and change in practice? This table gathers the studies behind this claim and the 3 narrower claims that bear on it: 3 distinct studies (1 review, 1 qualitative, 1 design), q1–q2, 0 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

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
• 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
• Agriculture teachers' self-efficacy is positively related to career persistence indicators such as career commitment and job satisfaction — related