depace trades and industrial education

Trades and Industrial Education: The Relationship between Pre-Service Teacher Self-Efficacy and Alternatively Certified Teacher Licensure

John Anthony DePaceOld Dominion University

I. Introduction

III. Methods

II. Literature Review

IV. Scholarly Significance

Introduction• Background• Theoretical Perspective• Problem Statement• Research Question

Background• Smith-Hughes Act of 1917

- Licensure based on trades being taught

• 1936 – Shift in Philosophy- Advocates of 4-year degree (only a few)

• 1993 – Smith-Hughes Tradition Prevails- 1936-shift never realized, until…

• 1996 – Oklahoma Public Schools- Four-year degree now required

Theoretical Perspective

• Efficacy in general terms

• Psychological perspective

-alternatively-trained, trades and industrial licensure candidates, versus traditionally educated

Theoretical Perspective

o Gauging potential success

• Performance•Potential failure-related efficacy expectations

Problem Statement

Demand for T&I program completers is increasing, but the process for becoming certified as a T&I teacher is becoming more difficult.

Research Question

Can replicated performance accomplishments be employed in a modeling environment to improve measures of teacher self-efficacy in alternatively certified T&I teachers?

Literature Review

• Conceptual Framework• Rationale

Conceptual Framework

• Bandura (1977)

• Bandura (1986)

Rationale

•Olson (1993)

•Kotoramju (2011)

Rationale

• Carnevale, Smith, Stone, Kotoramju, Steuernagel, & Green (2011)

Rationale

• Sternberg, Kaufman, and Grigorenko (2008)

• Hagiwara, Maulucci, and Ramos (2011)

Rationale

• Quantitative• Quasi-experimental design • Treatment condition • Control group

-to see if replicated performance accomplishments can be employed in a modeling environment to improve measures of teacher self-efficacy in alternatively certified T&I teachers.

Design

Measures• Tschannen-Moran, Woolfolk, and Hoy’s (2001), teacher self-

efficacy scale (long form) AKA – The TSES

• Based on three areas (3 DVs) – student engagement (8 questions) – instructional strategies (8 questions) – efficacy in classroom management (8 questions)

• Higher means - higher efficacy • Psychometric values between 1 and 9 (Lickert) • Ordinal data

Participants• Pre-service trades and industrial teachers

• Alternative track to licensure • Convenience sample

• “Snowball” sampling strategy

-to elicit a response in a TSES and/or participation in a web-based, computer-modeled environment as per Bandura (1986).

Procedure• Invitations emailed

• Link to the TSES sent •Half receive a second email with a link to a

web- based game (Ten 20 minute-sessions)

• All take b-form TSES following potential treatment

Data Analysis• t-test for dependent variables

•Compare means (SPSS 21)

•Treatment group versus control group •Before/After potential treatment

-Data will be collected using the Survey Monkey interface

Limitations•Replicated participant modeling

•Actual experience

•Transfer of efficacy information

•Authenticity of student-teacher interactions

Scholarly Significance