Journal of Southern Agricultural Education Research

نویسندگان

  • R. Brent Young
  • Craig Edwards
چکیده

This study compared cooperating teachers’ and student teachers’ perceptions of important elements of the student teaching experience and identified selected characteristics of cooperating centers. Forty-nine cooperating teachers and 25 student teachers provided data. Questionnaire items were divided into five “core” areas based on a review of literature. Respondents rated the elements using a scale of “5” = “High Importance” to “1” = “No Importance.” Return rates were 77% for cooperating teachers and 100% for student teachers. Reliability estimates for the five core areas ranged from .47 to .87 for cooperating teachers and from .60 to .84 for student teachers. The overall importance scale of 34 items yielded estimates of .93 and .91, respectively. Both groups rated 33 of the 34 elements as “important.” No significant differences (p < .05) between groups were detected by core area or overall. The “Cooperating Teacher-Student Teacher Relationship” was rated the most important core area of the student teaching experience by both groups. Teacher educators should make preservice teachers aware of the important elements of the student teaching experience that were identified by this study. In particular, beginning cooperators should receive professional development toward that end. The importance of the mentor-mentee relationship should be emphasized. In addition, the finding that both groups rated selected elements that comprised the core area “Supervised Agricultural Experience Programs” as less important warrants further inquiry and discussion in the profession.

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تاریخ انتشار 2005