The Development of Self-Efficacy for Trade and Industrial Career and Technical Education Teachers

• In Event: Research in STEM and Career and Technical Education

Abstract

The purpose of this study was to study investigate how alternatively certified Trade and Industrial teachers develop self-efficacy in classroom management, pedagogical practices and content knowledge. This qualitative study involved fifteen Trade and Industrial teachers in Virginia using multiple interviews. The results of this study suggest the development of Trade and Industrial teacher self-efficacy is impacted by each of the performance measures. Some formal training is required for teacher development and preparation for instructional delivery. However, participants expressed a high regard for the informal, collegial and on-the-job training that prepares them for delivery of relevant content knowledge. Consequently, Trade and Industrial teacher development of self-efficacy is contingent upon several formal and informal learning experiences.

Authors

• Karen L. Sanzo, Old Dominion University

• Jay P. Scribner, Old Dominion University

• Corey McCray, Tidewater Community College