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ERIC Number: ED525475
Record Type: Non-Journal
Publication Date: 2010
Pages: 172
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-8678-9
Using Time Allocation to Understand the Perceived Teaching Ability of Student Teachers in Agricultural Education: A Q-Method Study
Krysher, Sheyenne
ProQuest LLC, Ph.D. Dissertation, Oklahoma State University
Scope and method of study: 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 experience. Twenty-eight student teachers participated in the study. Q-methodology was employed to analyze the views of the student teachers. Modes of central tendency were employed to analyzed time allocation data. Findings and conclusions: Three distinct views emerged from the Q-methodology data analysis. These three views consisted of the "Emerging Teacher," "Self-Assured Teacher," and "Determined Teacher." The "Emerging Teacher" view was defined by 12 Q-sorts. This view was interpreted to need continued growth and development regarding their teaching ability; however, they recognized their overall growth toward becoming a professional. The "Self-Assured Teacher" view was defined by five Q-sorts. This view was interpreted to have a high level of comfort and confidence related to their teaching ability. The "Determined Teacher" view was defined by four Q-sorts. This view was interpreted to have a high level of confidence, but they were not comfortable with their teaching ability. Regarding time allocation, the "Emerging Teacher" view spent the most amount of time, on average per week, in school as well as out of school during the regular school day. The "Self-Assured Teacher" view spent the most amount of time teaching and the least amount of time observing on average per week. Of the three views, the "Determined Teacher" view spent the most time in observation. All of the views spent the most amount of time teaching Agriscience I/II while at the cooperating center. It was concluded that different views on teaching ability exist within the population of the student teachers used in this study. Further, the amount of time spent in various teaching activities may serve to reinforce the student teachers' view on their teaching ability. Finally, no personal or professional characteristic distinguished any view. Future research should study student teachers' perceptions of their teaching ability longitudinally to investigate how perceptions change over time. In addition, Q-sorts should be completed by the cooperating teachers in order to triangulate the student teachers' perceptions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma