Perceptions of Teaching Ability during the Student Teaching Experience in Agricultural Education

Autor/inn/en	Krysher, Sheyenne; Robinson, J. Shane; Montgomery, Diane; Edwards, M. Craig
Titel	Perceptions of Teaching Ability during the Student Teaching Experience in Agricultural Education
Quelle	In: Journal of Agricultural Education, 53 (2012) 4, S.29-40 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2012.04029
Schlagwörter	Self Efficacy; Teacher Responsibility; Agricultural Education; Student Teaching; Teaching Experience; Cooperating Teachers; Student Teachers; Teaching Skills; Student Teacher Attitudes; Teaching (Occupation); Measures (Individuals); Field Experience Programs; High School Students; Oklahoma + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Lehrverpflichtung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Teaching practice; Unterrichtspraxis; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching; Lehrberuf; Messdaten; Praxisnahes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The purpose of this study was to describe the views student teachers in agricultural education at Oklahoma State University had regarding their 12-week student teaching internship. Using Q-methodology as a research approach, 28 interns rank-ordered a Q-set of 36 statements describing various aspects teacher responsibilities and performance. The completed Q-sorts were factor analyzed resulting in three distinct teaching views found in the sample: Emerging Teacher, Self-Assured Teacher, and Determined Teacher. The Emerging Teacher view recognized areas needed for growth and development but also recognized their progress toward becoming a professional. The Self-Assured Teacher view had a high level of comfort and confidence in their teaching ability, which extended to their views on developing lessons and teaching across the agricultural education curriculum. The Determined Teacher view recognized confidence but not comfort in their teaching ability. Teaching did not always come easy for them, but they recognized they were getting better. Study results suggested all three groups attained their views from different sources of self-efficacy. Recommendations were made to provide continued training and/or professional development tailored to each view, as well as, to seek the viewpoints of the cooperating teachers. (Contains 1 figure and 3 tables.) (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10