Learning Activities Utilized and Readiness for the Student Teaching Internship

Autor/inn/en	Stripling, Christopher T.; Thoron, Andrew C.; Estepp, Christopher M.
Titel	Learning Activities Utilized and Readiness for the Student Teaching Internship
Quelle	In: Journal of Agricultural Education, 55 (2014) 4, S.148-161 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Learning Activities; Agricultural Education; Learning Experience; Internship Programs; Student Teaching; Preservice Teachers; Teaching Methods; Teaching Styles; Educational Practices; Self Efficacy; Career Readiness; Questionnaires; Student Teacher Attitudes; Florida + Suchen Sie Ihr Suchwort? Lernaktivität; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lernerfahrung; Berufspraktische Ausbildung; Teaching practice; Unterrichtspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Bildungspraxis; Self-efficacy; Selbstwirksamkeit; Fragebogen
Abstract	Agricultural education has traditionally provided rich learning experiences for secondary school students; however, less attention has been paid to the learning experiences preservice agricultural education teachers utilize and provide secondary school students during the student teaching internship. This study sought to describe the learning activities preservice teachers utilize during instruction and assess preservice teachers' self-perception of preparedness in technical content knowledge and teaching methods after completing their student teaching internship. A majority of the preservice teachers used student-centered activities with the greatest frequency, and did not rely on one category of learning activities a majority of the time. This finding is encouraging since variety is a characteristic of effective teaching, and the types of learning activities utilized support the philosophical beliefs of agricultural education. On the other hand, preservice teachers identified agricultural mechanics, biotechnology, wildlife and fisheries management, and veterinary science as technical content areas in which they possessed less than appropriate content knowledge. A majority of the preservice teachers also perceived themselves as not prepared in instructional methods for wildlife and fisheries management and veterinary sciences. We recommend these technical content areas and pedagogical deficiencies be considered high priorities when developing in-service professional development for new teachers in Florida. (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	2020/1/01