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ERIC Number: EJ1122691
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1042-0541
How Time Allocation Impacts Teacher Efficacy of Student Teaching Interns in Agricultural Education: A Q-Sort Study
Krysher, Sheyenne; Robinson, J. Shane; Edwards, M. Craig
Journal of Agricultural Education, v56 n2 p93-109 2015
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.
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma
Grant or Contract Numbers: N/A