How Oklahoma State University Students Spent their Time Student Teaching in Agricultural Education: A Fall versus Spring Semester Comparison with Implications for Teacher Education

Abstract

This causal comparative study assessed differences in the way fall and spring semester student teachers spent their time performing various duties: observing, teaching specific curricula, laboratory instruction, activities outside of school, and supervision of Supervised Agricultural Experiences (SAEs). It was found that fall semester student teachers spent more time observing than spring semester student teachers. Additionally, fall semester student teachers spent more time in school overall than spring semester student teachers; spring semester student teachers spent significantly more time out of school during school hours. In terms of curriculum, both fall and spring semester student teachers devoted the most instructional time to teaching Agriscience I and II. Both groups spent approximately the same amount of time instructing in a classroom or laboratory setting. It also was found that spring semester student teachers devoted more time to supervising students’ SAEs than did their fall semester counterparts.