Perceptions of Teaching Ability During the Student Teaching Experience in Agricultural Education

Abstract

The purpose of this study was to describe the views student teachers in agricultural education at Oklahoma State University had regarding their 12–week student teaching internship. Using Q– methodology as a research approach, 28 interns rank–ordered a Q–set of 36 statements describing various aspects of teacher responsibilities and performance. The completed Q–sorts were factor analyzed resulting in three distinct teaching views found in the sample: Emerging Teacher, Self–Assured Teacher, and Determined Teacher. The Emerging Teacher view recognized areas needed for growth and development but also recognized their progress toward becoming a professional. The Self–Assured Teacher view had a high level of comfort and confidence in their teaching ability, which extended to their views on developing lessons and teaching across the agricultural education curriculum. The Determined Teacher view recognized confidence but not comfort in their teaching ability. Teaching did not always come easy for them, but they recognized they were getting better. Study results suggested all three groups attained their views from different sources of self–efficacy. Recommendations were made to provide continued training and/or professional development tailored to each view, as well as, to seek the viewpoints of the cooperating teachers.