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preservice teacher

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In Journal, Quantitative, Teacher Education & School-based Ag. Education, Vol. 68

Allocation of Time Among Preservice Teachers During Their Clinical Experience

Keith J. Frost, John Rayfield, David Lawver, & Rudy Ritz
Student teaching is one of the most profound opportunities that teaching candidates experience as part of their preparation program (Clark, Byrnes, & Sudweeks, 2015). This process is an opportunity for the student to make the transition from student to professional educator and take knowledge of theory and change it, through experience, into practice. During student teaching, university students are expected to mirror the actual job expectations of their cooperating teachers which include all areas of the three-circle model of agricultural education (classroom teaching, FFA, SAE activities) in addition to the roles of program administrator, college student, and adult educator…

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In Journal, Qualitative, Teacher Education & School-based Ag. Education, Teaching & Learning in Undergraduate Academic Programs, Vol. 67

Preservice Teachers’ Perceptions of Infusing Mathematics in the School- Based Agricultural Education Curricula

Nathan W. Conner, Sarah Greer, Nathan Ollie, Christopher T. Stripling, & Carrie A. Stephens
Mathematics knowledge is a critical component of natural and agricultural sciences, and school- based agricultural education is expected to support core academic instruction. Therefore, preservice agricultural education teachers must be prepared to teach mathematical concepts.
This study explores preservice agricultural education teachers’ perceptions of mathematics in the school-based agricultural education curricula. Five preservice teachers consisting of 4 females and 1 male participated in this qualitative study. Data were collected through individual semi-structured interviews that were approximately 30 minutes, and thematic analysis was used to analyze the data. Audit trails, triangulation, member checking, and thick description were used to achieve trustworthiness. Five themes…

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In Journal, Quantitative, Teaching & Learning in Undergraduate Academic Programs, Vol. 67

Investigating Structured Communication between Teacher Candidates and Cooperating Teachers at Multiple Universities

Chris L. Hunt & Don W. Edgar
Preservice teaching experiences lay the foundation for agricultural education graduates to enter the teaching field (Lawver & Torres, 2011). The overall teacher candidate experience allows candidates to develop lessons and lead classroom learning events while participating in courses that allow them to actually be “students of education” (Edgar, 2007, p. 2). Furthermore, teaching-efficacy has shown to impact individual’s entrance to the field of teaching (Wolf, et al., 2010). The purpose of this study was to assess teaching efficacy and the relationship of teacher candidates and cooperating teachers via a structured communication instrument. To determine if a difference existed in teaching efficacy an ANOVA was used. The overall model was not significant (Between Groups, F = .57 and p = .69)…

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In Journal, Quantitative, Teaching & Learning in Undergraduate Academic Programs, Vol. 65

Western Region Student Teachers’ Perceptions of Rural and Urban Agriscience Programs

Corey Clem, Rhea Leonard, Cindy Akers, Steven Fraze, & Scott Burris
Agricultural Education is continually changing and its role in the urban school is becoming more important. Agriscience teachers must be willing to teach within urban programs. This study was performed in order to identify characteristics in recruiting agriscience teachers in urban programs. Data collection took place during the months of August and September 2010 using a researcher designed questionnaire. Seventy Western Region student teachers, completing their programs in the AAAE Western Region, completed the questionnaire. Findings of this study concluded participants’ value location as an important factor when selecting their teaching position. The majority of participants experienced an agriscience program in a rural program and agreed they are receiving the correct…

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