The Impact of Time Spent Student Teaching on the Decision to Enter the Field: A Longitudinal Study

Autor/inn/en	Doss, William; Frost, Keith; Rayfield, John
Titel	The Impact of Time Spent Student Teaching on the Decision to Enter the Field: A Longitudinal Study
Quelle	In: Journal of Agricultural Education, 61 (2020) 2, S.276-288 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Longitudinal Studies; Career Choice; Student Teaching; Agricultural Education; Teacher Qualifications; Secondary School Teachers; Teacher Shortage; Decision Making; Teaching Experience; Teaching Methods; Grading; Time Management; Laboratory Procedures; Learning Activities; Student Teacher Attitudes; Teacher Burnout; Comparative Analysis; Texas + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching practice; Unterrichtspraxis; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lehrqualifikation; Lehrermangel; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Notengebung; Schulnote; Zeitmanagement; Laboruntersuchung; Lernaktivität; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin
Abstract	Due to the lack of qualified agricultural education teachers needed to fill yearly vacancies on the secondary school level, educators at Texas Tech University conducted a longitudinal study concerning how student teachers spend their time during their student teaching experience in an attempt to identify if this time spent has an impact on the decision to enter the field. Findings showed student teachers were engaged for a total of 713.83 to 931.23 hours on average during their student teaching experience. Longitudinally, time spent in the classroom, in FFA activities, and in SAE observations varied at different points in the semester. A logistic regression revealed 18-28% of the variance in the decision to teach may be explained by the amount of time grading student work and with laboratory preparation and maintenance. Recommendations for practice include encouraging student teachers to participate in as many activities as possible. Further research should be conducted to identify more factors influencing the decision of student teachers to enter the field. (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	2024/1/01