Structured Communication: Effects on Student Teacher – Cooperating Teacher Relationships

Perceptions held by agricultural science student teachers about their relationship with cooperating teachers during field experiences is a variable that may affect the number of student teachers entering the profession. The purpose of this study, which was part of a larger study, was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachers’ self-perceived relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field experiences must be more fully understood to explain why some student teachers enter the profession of agriculture science teaching, and others do not. This study employed a quasi-experimental design with a non-random sample (N=81) in a multiple time-series design. The average respondent in this study was a 23 year old white undergraduate female placed at a multiple placement cooperating center. Through contrast analysis, the age and academic standing of student teachers significantly affected their perception of the value cooperating teachers placed upon student teacher – cooperating teacher relationships. Structured communication influences student teachers’ perception of their relationship with the cooperating teacher. To better understand perceptions of student teachers regarding the student teacher – cooperating teacher relationship, additional research should be conducted.