Abstract:
The National Research Council challenged colleges of agriculture to make changes to instructional practices for undergraduate students. Education in any context seeks to enhance student learning. One of the facets of the learning process is teacher instructional practices. The theory of planned behavior describes the ability to predict behaviors based on an understanding of beliefs. This study investigated the influence of beliefs of inclusion on the usage of teacher immediacy activities. Inclusion is defined as the control students are given over the learning process. The beliefs on inclusion for five faculty members of the College of Agricultural and Life Sciences (CALS) at the University of Florida were assessed using the Heimlich/Van Tilburg Teacher Beliefs Scale and the teaching behaviors of the instructors were documented using observational techniques. Results indicated that 62% (n = 21) of the behaviors were utilized more frequently by highly inclusive instructors. Apparently, beliefs about the inclusivity do influence the frequency of teacher immediacy behaviors. Additional research should seek to have a more diverse population of teacher beliefs represented. For practical application, development of a teacher diagnostic tool should occur which could help predict or describe teacher’s classroom practices and needs. Such a tool could help those who deliver professional development to college faculty deliver more appropriate programs.
Key Words:
National Research Council, Heimlich/Van Tilburg Teacher Beliefs Scale
 4 Giorgi NACTA Journal Sept13.pdf | [ ] | 353 kB |
