Cooperating Teachers' Perspectives of Student Teaching Skills and Activities

Autor/inn/en	Smalley, Scott W.; Retallick, Michael S.; Paulsen, Thomas H.
Titel	Cooperating Teachers' Perspectives of Student Teaching Skills and Activities
Quelle	In: Journal of Agricultural Education, 56 (2015) 4, S.123-137 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Cooperating Teachers; Teacher Attitudes; Student Teachers; Teaching Skills; Student Teaching; Student Teacher Evaluation; Educational Planning; Supervision; Field Experience Programs; School Community Relationship; Adult Education; Teacher Surveys; Relevance (Education); Teacher Education; Skill Development; Leadership Training; Iowa; South Dakota + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching practice; Unterrichtspraxis; Bildungsplanung; Praxisnahes Lernen; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Relevance; Relevanz; Lehrerausbildung; Lehrerbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Führungslehre; South-Dakota
Abstract	The purpose of this study was to determine the extent to which cooperating teachers deem required student teaching skills and activities relevant to the agricultural education student teaching experience. The population for this descriptive study consisted of individuals who served as cooperating teachers in Iowa and South Dakota during the last 5 years (N = 70). The study focused on activities in eight constructs: evaluation of student performance, teaching, FFA, planning instruction, Supervised Agricultural Experience (SAE), teaching profession, school-community relations, and adult education. Cooperating teachers surveyed in this study believed that seven of the eight constructs were very relevant to the student teaching experience. They thought the eighth construct, adult education, was irrelevant. This study serves as a feedback loop to university agricultural education student teaching coordinators. Since cooperating teachers exert a powerful influence on practices adopted by student teachers, it is critical that training for cooperating teachers emphasizes the importance of skills and activities required during the capstone student teaching experience. Agricultural education programs nationwide can use these results as guidelines when reviewing expectations for student teaching and cooperating teachers. (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	2020/1/01