Abstract:
The purpose of this study was to examine the relationships between the importance of agricultural science student teacher placement methodology and the quality of the student teacher experience. The sample consisted of 50 randomly selected head teacher educators in agricultural education and 204 agricultural science student teachers from the 2001-2002 academic school year. Based on a review of literature, the head teacher educator questionnaire assessed the perceptions of the important characteristics and criteria of student teacher placement methodology; likewise, the student teacher questionnaire examined the perception of the overall student teaching experience component. Head teacher educators indicated that the number one placement practice was that of the cooperating teacher having at least three years teaching experience (M=4.61,SD=.66) (1 = unimportant; 5 = very important). Student teachers indicated that they learned a great deal from their experience (M = 4.65, SD = .74) and that student teaching was the most valuable component of their education (M = 4.54, SD = .80) (1 = strongly disagree; 5 = strongly agree). The correlation coefficient between the level of importance of student teacher placement methodology and the quality of the student teacher experience indicated a low, positive relationship (r=.389).
Keywords:
student teacher, experience, agricultural science, relationships
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