Volume 51(4) - 2010 - DOI: 10.5032/jae.2010.04038
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. The population included the entire cohort (n=24) of teacher candidates during the 2007 fall 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 of preparation 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.