Influence of the Relationship between the Student Teacher and Cooperating Teacher on Student Teacher's Decision to Enter Teaching

Autor/inn/en	Kasperbauer, Holly J.; Roberts, T. Grady
Titel	Influence of the Relationship between the Student Teacher and Cooperating Teacher on Student Teacher's Decision to Enter Teaching
Quelle	In: Journal of Agricultural Education, 48 (2007) 1, S.8-19 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Student Teaching; Student Teachers; Teaching (Occupation); Agricultural Education; Predictor Variables; Employment Experience; Agriculture; Cooperating Teachers; Teacher Student Relationship; Career Choice; Decision Making; Student Teacher Attitudes; Multiple Regression Analysis; Undergraduate Students; Undergraduate Study; Course Selection (Students); High Schools; Texas + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching; Lehrberuf; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Prädiktor; Occupational experience; Job experience; Work experience; Berufserfahrung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Grundstudium; Course selection; Student; Students; Kurswahl; High school; Oberschule
Abstract	The purpose of the study was to determine if student teachers' perceptions of the student teacher/cooperating teacher relationship were predictive of their decisions to enter the teaching profession. The target population of this study consisted of preservice agricultural education students at Texas A&M University. The accessible sample consisted of student teachers in agricultural education at Texas A&M University in fall 2004, a group of 33 student teachers. Multiple regression was used to build a model that explained the greatest amount of variability in the student teachers' decision to enter teaching, based on the student teachers' perceptions of the cooperating teacher and other suspected predictor variables. The typical student teacher in agricultural education was a 22 year old white female completing an undergraduate degree. The majority of student teachers had no full-time agricultural employment experience. The majority of student teachers had at least four semesters (two years) of high school agricultural science courses. It was concluded that the student teaching/cooperating teacher relationship is not predictive of decision to teach. However, semesters of high school agricultural sciences courses completed was predictive of one's decision to teach. The best model explained 18.3% of the variance. (Contains 1 figure and 4 tables.) (As Provided).
Anmerkungen	American Association for Agricultural Education. 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