How Time Allocation Impacts Teacher Efficacy of Student Teaching Interns in Agricultural Education: A Q-Sort Study
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| Title: | How Time Allocation Impacts Teacher Efficacy of Student Teaching Interns in Agricultural Education: A Q-Sort Study |
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| Language: | English |
| Authors: | Krysher, Sheyenne, Robinson, J. Shane, Edwards, M. Craig |
| Source: | Journal of Agricultural Education. 2015 56(2):93-109. |
| Availability: | American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Agricultural Education, Teacher Effectiveness, Self Efficacy, Teacher Attitudes, Self Concept, Time Management, Q Methodology, Internship Programs, Preservice Teachers, Student Characteristics, Teaching Skills |
| Geographic Terms: | Oklahoma |
| ISSN: | 1042-0541 |
| Abstract: | Several studies in agricultural education have assessed teacher self-efficacy of novice, first-year, and veteran teachers. Likewise, numerous studies have assessed the time students spend at their cooperating centers. However, a need existed to understand the influence of time allocation on teacher self-efficacy in a way that enabled human subjectivity to be considered, i.e., Q-methodology. The study found that three intern views existed at Oklahoma State University in agricultural education: Self-Assured Teachers, Determined Teachers, and Emerging Teachers. The Self-Assured Teachers spent the most amount of time teaching when compared to the other two views. Determined Teachers spent the most amount of time observing, and Emerging Teachers spent the most amount of time in school. The findings have implications for student teacher placements in cooperating centers and pre-service teachers' early field-based experiences in agricultural education. |
| Abstractor: | As Provided |
| Number of References: | 50 |
| Entry Date: | 2016 |
| Accession Number: | EJ1122691 |
| Database: | ERIC |
| Abstract: | Several studies in agricultural education have assessed teacher self-efficacy of novice, first-year, and veteran teachers. Likewise, numerous studies have assessed the time students spend at their cooperating centers. However, a need existed to understand the influence of time allocation on teacher self-efficacy in a way that enabled human subjectivity to be considered, i.e., Q-methodology. The study found that three intern views existed at Oklahoma State University in agricultural education: Self-Assured Teachers, Determined Teachers, and Emerging Teachers. The Self-Assured Teachers spent the most amount of time teaching when compared to the other two views. Determined Teachers spent the most amount of time observing, and Emerging Teachers spent the most amount of time in school. The findings have implications for student teacher placements in cooperating centers and pre-service teachers' early field-based experiences in agricultural education. |
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| ISSN: | 1042-0541 |
