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Teacher Behaviors

Teacher Behaviors. The teacher should allow the students to figure out the main idea of a lesson on their own. (SD, D, A, SA) SD=4, D=3, A=2, SA=1 The teacher should provide drill and practice after each skill or section taught. (SD, D, A, SA) SD=1, D=2,=A=3, SA=4.

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Teacher Behaviors

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  1. Teacher Behaviors • The teacher should allow the students to figure out the main idea of a lesson on their own. (SD, D, A, SA) • SD=4, D=3, A=2, SA=1 • The teacher should provide drill and practice after each skill or section taught. (SD, D, A, SA) • SD=1, D=2,=A=3, SA=4

  2. COMPARING PERCEPTIONS OF RESEARCH-BASED EFFECTIVE TEACHING BEHAVIORS: A PILOT STUDY Edward Franklin University of Arizona, Tucson

  3. Introduction • In a traditional student teacher preparation program in agricultural education, there are three principal members or components.

  4. Principle Players in Teacher Education Development University Teacher Cooperating Agriculture Educators Teachers Student Teachers

  5. Introduction • Student achievement is dependent upon effective teaching behaviors. • What do educators know about effective teaching behaviors? • Do educators with different years of experience differ in their attitudes toward effective teaching behaviors?

  6. Introduction • A comparison of attitudes toward research-based effective teaching behaviors from various groups in the education field had not been conducted. • Differences in attitude exist between elementary and secondary teachers (Marchant, 1988). • How do agricultural education teachers compare in their attitudes toward effective teaching behaviors?

  7. Theoretical Framework • “Attitudes and beliefs are important concepts in understanding teachers’ thought processes, classroom practices, change, and learning to teach” (Richardson,1966; p.102). • “Teachers who are efficient and effective are more capable of affecting the lives of students than teachers who are not efficient and effective” (Wong ,1998 p.9). • Little research has been conducted regarding attitudes toward the effective teaching behaviors identified through research. (Marchant, 1988)

  8. Theoretical Framework • Secondary teachers were less supportive of research-based teaching behaviors than elementary teachers (Marchant and Bowers,1988). • University education faculty support for research-based behaviors was not significantly higher than that of undergraduate education students, or secondary teachers (Marchant, 1988). • Effective vocational agriculture teachers and behaviors that distinguished them were identified as being more effective than their peers (Miller, Kahler, and Rhealult,1989).

  9. Theoretical Framework • “Teacher-preparing institutions will continue to ignore the research bases for their policies and curricula, and will continue the practice of developing teacher education programs based on university policies (ie., by faculty vote of faculty unburdened by data)” (Haberman,1985 as cited by Marchant regarding teacher education preparation institutions, p.57).

  10. Perceptions of Research Based Effective Teaching Behaviors Teacher Education Cooperating Master Faculty Teachers University Classroom Instruction Classroom Teaching Experience Preservice Student Teachers Perceived Effective Teaching Behaviors

  11. Purpose and Objectives • To determine teacher attitudes toward research-based effective teaching behaviors.   • With regard to attitudes toward research-based effective teaching behaviors, determine if differences exist among teachers related to years of teaching experience. 2. With regard to support for research-based effective teaching behaviors, determine if differences exist among preservice student teachers, cooperating secondary agriculture teachers, and university teacher educator faculty.

  12. Methods • This was descriptive study research of a comparative nature. • Data were collected from three teacher groups using a 36-item Likert-type scale Teacher Behavior Questionnaire (Marchant, 1988). • Scale SA=4, A=3, D=2, SD=1. • Some items were reverse coded. • Range of scores: 36 – 144. • Instrument reliability was established at .76.

  13. Study Population • Preservice student teachers (N=8). • Cooperative secondary agriculture educators supervising individual student teachers (N=9). • University agriculture teacher education faculty associated with a single agricultural education teacher-training university program (N=5).

  14. Data Collection • The completed instruments were coded and the statistical program for social sciences (SPSS V. 11.5) was utilized to analyze the data. • Frequency tables, means, standard deviation, and analyses of variance were run on the data.

  15. Findings • The mean number of years teaching experience for cooperating teachers was 14.8 (SD = 6.66). • The mean number of years teaching experience for university agricultural education teacher educators was 26.4 (SD = 7.36).

  16. Table 1Mean years teaching experience and TBQ score means & standard deviations. Years teaching experience TBQ Total Score Group n MSDMSD Pre-service teachers (Pre test) 8 - - 102.87 4.54 Cooperating teachers 9 14.8 6.66 109.11 6.31 University faculty 5 26.4 7.36 116.60 8.01

  17. Range of Scores • Preservice Student Teachers – 98 - 111 • Cooperating Teachers – 99 - 118 • University faculty – 110 - 130

  18. Table 2Means and standard deviations of student teachers, cooperating agriculture teachers, and university teacher educators toward select research-based effective teaching behaviors. Scale: Strongly Disagree = 4, Disagree = 3, Agree = 2, Strongly Agree = 1.

  19. Table 3Analysis of variance of total scale scores.

  20. Conclusions • As was anticipated, university teacher-educator faculty scored highest on the TBQ, cooperating teachers scored in the middle, and preservice student teachers scored the lowest. • Preservice student teachers were significantly different from university faculty. • Student teachers in their beginning semester of teacher education courses would be gaining exposure to effective teaching behavior research and may have little or no experience from which to draw. • Marchant (1988) cautions readers that scores of secondary teachers with many years of experience could possibly differ from secondary teachers with less years.

  21. Implications • Findings from preservice student teachers will be used as baseline data to determine measurable change in the attitude of preservice student teachers toward research-based effective teaching behaviors. • Student teachers will be surveyed once again at the completion of their 13-week internship to determine if their attitudes toward effective teaching behaviors changed significantly from behaviors assessed at the beginning of their pre-service experience.

  22. Implications • In order for teachers to gain an awareness and support for these behaviors, they should be exposed to information regarding the research-based effective teaching behaviors.

  23. Recommendations • Other university teacher preparation program faculty could measure and compare attitudes of secondary cooperative teachers toward effective teaching behaviors with themselves as a method to identify future cooperating teachers. • The questionnaire may be used as tool to screen student teacher applicants during their application process.

  24. Mahalo!

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