What do you know about Effective Teaching Behaviors?

The teacher should sit at the teacher's desk while the students are doing seatwork and have students come up to the desk when they need help Strongly AgreeAgreeDisagreeDisagree

The teacher should rephrase the question to the student when an incorrect answer is given in class. Strongly AgreeAgreeDisagreeDisagree

The teacher should not let the students know which assignments are for a grade and which are for practice Strongly AgreeAgreeDisagreeDisagree

The Effect of Student Teaching Experience on Preservice Teacher Perceptions of Research- Based Effective Teaching Behaviors Edward Franklin Billye Foster Department of Agricultural Education Association for Career and Technical Education 2005 Research Conference Wednesday December 7, 2005 Kansas City, MO

Introduction Teacher training in Career and Technical Education (CTE) is a combination of pedagogical and professional development. In a traditional student teacher preparation program in CTE, there are three principal members or components.

Principle Players in Teacher Education Development University Teacher Educators Cooperating CTE Teachers Preservice Student Teachers

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?

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 CTE agricultural education teachers compare in their attitudes toward effective teaching behaviors?

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). “No matter how well the content standards are covered, if teachers are not using the most effective teaching methods, learning has not reached its maximum potential” – ( Ybarra & Hollingsworth, 2001,p. 35)

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).

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).

Perceptions of Research Based Effective Teaching Behaviors Attitudes Toward Effective Teaching Behaviors of Student Teachers Student Teacher’s Semester-Length Preservice University Coursework Student Teacher’s 13-Week Secondary Classroom Teaching Experience Teacher Education Faculty Cooperating Master Teachers

Purpose To determine if student teacher attitudes toward research-based effective teaching behaviors could be affected after a semester of university instruction and a 13-week student teaching internship.

Specific Objectives 1.Determine the attitudes of university-faculty and cooperating supervisory teachers toward research-based effective teaching behaviors using the Teacher Behavior Questionnaire (TBQ). 2.Measure the attitude of student teachers toward research- based effective teaching behaviors at the beginning of preservice teacher preparation program and at the completion of the 13-week student teaching experience. 3.Compare and describe the pre and post attitudinal scores of student teachers using the TBQ.

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.

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

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.

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 CTE education educators was 26.4 (SD = 7.36).

Table 1 Mean years teaching experience and TBQ score means & standard deviations. Years teaching experience TBQ Total Score Group n M SD M SD Pre-service teachers (Pre test) (Post test) Cooperating teachers University faculty

Range of Scores Preservice Student Teachers – Cooperating Teachers – University faculty –

Table 2 Means and standard deviations of student teachers, cooperating CTE teachers, and university teacher educators toward select research-based effective teaching behaviors. Statements Preservice student teachers (n=8) M SD Cooperating CTE teachers (n=9) M SD University teacher educators (n=5) M SD The teacher should allow the students to figure out the main idea of a lesson on their own The teacher should provide drill and practice after each skill or section taught. a The teacher should expect all of the students to master the course content. a Scale: Strongly Disagree = 4, Disagree = 3, Agree = 2, Strongly Agree = 1.

Statements Preservice student teachers (n=8) M SD Cooperating CTE teachers (n=9) M SD University teacher educators (n=5) M SD The teacher should not let the students know which assignments are for a grade and which are for practice. 1.88* * *.00 The teacher should sit at the teacher's desk while the students are doing seatwork and have students come up to the desk when they need help. 2.75* *.00 The teacher should explain assignments and go over practice examples with the students before they are allowed to work independently. a The teacher should introduce classroom rules and procedures one-at-a-time as they become necessary throughout the year. 2.50* * *.45

Statements Preservice student teachers (n=8) M SD Cooperating CTE teachers (n=9) M SD University teacher educators (n=5) M SD The teacher should stick to the lesson regardless of student comments. 1.88* *.55 The teacher should rephrase the question to the student when an incorrect answer is given in class. a 2.38* * The teacher should inform the students exactly what determines the grade on an assignment. a 3.25* * *.00 The teacher should immediately call on a student after asking a question in class

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. 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.

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.

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.

Recommendations Continue with the research to determine if the findings are consistent with a larger population of preservice student teachers. All CTE teachers should be assessed as a means to determine likely candidates to serve as cooperating supervisory teachers. The questionnaire may be used as tool to screen student teacher applicants during their application process.

Thank You!