Exploring how an integrated skills acquisition activity impacts the teaching ability and perceived self-efficacy to teach agricultural technical skills of preservice teachers

Authors

DOI:

https://doi.org/10.5032/jae.v64i1.35

Keywords:

experiential learning, self-efficacy, technical skills, integrated skills, teaching ability, guided instruction, preservice teachers, quasi experimental

Abstract

School based agricultural education (SBAE) teachers are required to have expertise in pedagogy and a complex array of agricultural content areas. This study integrated an experience with agricultural technical skills and pedagogical experimentation for preservice teachers in a teaching methods course. An integrated skills acquisition (ISA) treatment based on an experiential learning cycle and specific to each skill was developed to provide guided instruction for technical skills demonstrated in a microteaching. Treatment and control groups were compared and measured on their self-efficacy to teach an agricultural technical skill and their ability to teach an agricultural technical skill. The treatment group received guided instruction for skills and the teaching method while the comparison group were only guided through the teaching method. The treatment group participants increased their self-efficacy to teach and ability to teach agricultural technical skills. The comparison group had no statistically significant changes in self-efficacy or ability to teach agricultural technical skills.

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Author Biographies

Matthew Albritton, South Dakota State University

Matthew C. Albritton is an Assistant Professor of Agricultural Education in the School of Education, Counseling, and Human Development at South Dakota State University, SWE 106, Box 507, Brookings, SD 57007, matthew.albritton@sdstate.edu, https://orcid.org/0000-0003-1188-9178

T. Grady Roberts, University of Florida

T. Grady Roberts is a Professor of Agricultural Education in the Department of Agricultural Education and Communication at the University of Florida, 220 Rolfs Hall, PO Box 110540, Gainesville, FL 32611, groberts@ufl.edu, https://orcid.org/0000-0001-7618-7850

Catherine DiBenedetto, Clemson University

Catherine A. DiBenedetto is an Associate Professor in the Agricultural Sciences Department at Clemson University, Clemson, SC 29634, cdibene@clemson.edu, https://orcid.org/0000-0003-1802-0854

J.C. Bunch, University of Florida

J.C. Bunch is an Associate Professor of Agricultural Education in the Department of Agricultural Education and Communication at the University of Florida, 307A Rolfs Hall, PO Box 110540, Gainesville, FL 32611, bunchj@ufl.edu, https://orcid.org/0000-0001-8729-2349

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Published

2023-03-31

How to Cite

Albritton, M., Roberts, T. G., DiBenedetto, C., & Bunch, J. (2023). Exploring how an integrated skills acquisition activity impacts the teaching ability and perceived self-efficacy to teach agricultural technical skills of preservice teachers. Journal of Agricultural Education, 64(1), 156–170. https://doi.org/10.5032/jae.v64i1.35

Issue

Vol. 64 No. 1 (2023): 1st Quarter

Section

Journal of Agricultural Education

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