Campus Units

Agricultural Education and Studies

Document Type

Article

Publication Version

Published Version

Publication Date

2015

Journal or Book Title

Journal of Agricultural Education

Volume

56

Issue

1

First Page

73

Last Page

91

DOI

10.5032/jae.2015.01073

Abstract

The purpose of this descriptive survey study was to determine the extent to which student teachers deem traditional student teaching skills and activities relevant as part of the capstone student teaching experience. The study population consisted of all (N = 140) fall 2012 and spring 2013 agricultural education student teachers in the North Central Region of the American Association for Agricultural Education (NC-AAAE). The findings shed light on student teachers’ perspectives regarding the relevance of student teaching activities. Student teachers considered the activities associated with the eight constructs in this study relevant or very relevant. Future research should determine if all teacher preparation programs require similar student teaching experiences. Little is known about how student teaching experiences are reviewed and how recommendations are handled at each teacher preparation institution. This study provides feedback to university agricultural education student teaching coordinators regarding the skills and activities student teachers believe are relevant to their capstone student teaching experience.

Comments

This article is from Journal of Agricultural Education 56 (2015): 73, doi:10.5032/jae.2015.01073. Posted with permission.

Copyright Owner

Journal of Agricultural Education

Language

en

File Format

application/pdf

Share

COinS