Structured Communication: Effects on Teaching Efficacy of Student Teachers

Abstract

Teaching efficacy beliefs of agricultural science student teachers during field experiences may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between cooperating teachers and student teachers would have on student teachers' self-perceived teaching efficacy during field experiences. The learning environment of field experiences must be more fully understood to explain why some student teachers enter the profession of agricultural science teaching and others do not. This study employed a quasi-experimental design with a nonrandom sample in a multiple time-series design. The average respondent in this study was a 23-year-old white undergraduate female located at a multiple-placement cooperating center. Respondents in an environment where the amount and type of communication between student teachers and cooperating teachers was structured were less efficacious when compared with respondents who were not in a structured communication setting. In addition, student teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas student teachers who were not involved in structured communication increased in self-perceived teaching efficacy levels.