Allocation of Time Among Preservice Teachers During Their Clinical Experience
Keywords:
Preservice Teachers, Time Allocation, Agricultural Education, Clinical Experience, Student Teaching, Teacher Preparation, FFA AdvisorAbstract
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. There is a connection between the amount of time spent in an activity and levels of self-efficacy associated with the activity and further connections between levels of selfefficacy and longevity in the field of education and this study examined the allocation of time among preservice teachers over their student teaching experience. Weekly reports were submitted by cohort students to university supervisors and compiled for data analysis. Among the five general categories used, the most time was allocated to serving as an FFA advisor and secondary instructor, a smaller amount was spent in “student” roles, and the remaining time dedicated to program administrative roles and adult education. Analysis of sub-categories within the broader roles revealed that student teachers were having drastically different experiences in terms of time allocation.
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