A Profile of Secondary Teachers and Schools in North Dakota: Implications for the Student Teaching Experience in Agricultural Education

Autor/inn/en	Young, R. Brent; Edwards, M. Craig
Titel	A Profile of Secondary Teachers and Schools in North Dakota: Implications for the Student Teaching Experience in Agricultural Education
Quelle	In: Journal of Career and Technical Education, 26 (2011) 2, S.90-104 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-4952
Schlagwörter	Student Teaching; Student Teachers; Agricultural Education; Rating Scales; Teaching Experience; Cooperating Teachers; Vocational Education; Student Characteristics; Profiles; Questionnaires; Mail Surveys; Participant Satisfaction; Program Effectiveness; Teacher Student Relationship; School Community Relationship; Student Leadership; North Dakota + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Rating-Skala; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Berufsbildung; Charakterisierung; Profilanalyse; Fragebogen; Erhebungsinstrument; Teacher student relationships; Lehrer-Schüler-Beziehung; Studentenwerk
Abstract	This study was an inquiry of secondary teachers' perceptions of the agricultural education student teaching experience in North Dakota. The sampling frame (N = 89) included all secondary teachers in the state; the final return rate was 74%. The instrument included 16 items identifying selected characteristics of secondary teachers and their schools. The agriculture teachers also rated 34 elements of the student teaching experience using a summated-rating scale ("5" = "High Importance..."1" = "No Importance"). Teachers rated 31 of 34 elements as having "much importance" or greater (M [greater than or equal to] 4.00). Seven of the ten highest rated elements were from the core area "Cooperating Teacher-Student Teacher Relationships." Recommendations and implications suggest a need for greater emphases in pre-service and in-service education regarding the importance of SAEs, careful consideration of student teacher placements, and future inquiry regarding student teachers' perceptions of the student teaching experience. (Contains 3 tables.) (As Provided).
Anmerkungen	Omicron Tau Theta. 228 McAdams Hall, Clemson, SC 29689. Tel: 864-656-3300; Fax: 864-656;5675; Web site: http://www.ott.vt.edu/journal.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10