Effects of an Applied Workshop on Teacher Self-Efficacy and Intent to Teach Hydraulics

Donald M. Johnson, George W. Wardlow

Abstract


Agricultural mechanics is an important component of school-based agricultural education programs, yet many university agricultural education programs lack the necessary facilities, personnel, and available credit hours to adequately prepare preservice teachers in basic agricultural technologies, much less more advanced technologies.  This study investigated the effects of a one-day applied hydraulics workshop on teachers; (n = 22) self-efficacy and intent to teach hydraulics.  Prior to the workshop, a majority of teachers had a negative perception of their understanding of hydraulics concepts and their ability to effectively teach hydraulics.  Upon completion of the workshop, a majority of the respondents had positive perceptions of their understanding of hydraulic concepts and their ability to effectively teach hydraulics. Teachers' participation in the workshop resulted in a statistically significant (p < .;001) overall increase in self-perceived understanding and ability to teach hydrauliss; the Cohen's d of 1.65 indicated workshop participation had a large effect on teachers' perceptions.  In addition, the percentage of teachers indicating they planned to teach hydraulics in one or more courses increased from 36.4% prior to the workshop to 87.3% after the workshop.

Keywords


agricultural mechanics; hydraulics; inservice

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