Changes In Student Teacher Perceptions Of The Student Teacher-Cooperating Teacher Relationship Throughout The Student Teaching Semester

Abstract

The purpose of the study was to explore student teacher perceptions of the student teacher/ cooperating teacher relationship throughout the student teaching experience. The target population of this study consisted of preservice agricultural education students atTexasA&MUniversity. The accessible sample consisted of student teachers in agricultural education in fall 2004, a group of 33 student teachers. Data were collected via paper instruments at four points during the student teaching semester: 1) the first day of the block; 2) the last day of the block; 3) the midpoint of the 11-week student teaching experience; and 4) the end of the 11-week student teaching experience. Two measures were examined: 1) the student teachers' perceptions of the importance of the relationship and 2) the student teachers' perceptions about the current level of relationship exhibited by their cooperating teachers. The typical student teacher in this study would be a 22 year old white female completing an undergraduate degree. The student teachers' perceptions of the importance of the relationship between student teacher/cooperating teacher did not change. However, the student teachers' perceptions of their cooperating teacher's current level decreased during the student teaching experience.