Comparison of preservice teachers’ time allocation and performance evaluations while student teaching: An exploratory study

Authors

DOI:

https://doi.org/10.5032/jae.v64i2.62

Keywords:

Student teachers, preservice teachers, time allocation, teacher professionalism, reflective and autonomous practitioner, student teaching experience, observation

Abstract

Student teachers’ experiences during their internship are crucial in their development as a teacher. In agricultural teacher education programs, it is common for student teachers to record where their time is allocated each week on categorized timesheets. The purpose of this study was to examine the preservice teachers' performance over the 14-week student teaching experience and how their performance was affected based on their weekly allocation of time. It was found that hours spent on observation had a small, positive effect on teacher professionalism and reflective and autonomous practitioner performance constructs. In addition, hours logged for direct student contact had a small positive effect on the reflective and autonomous practitioner construct. However, the measures of model fit suggest that these effects were trivial. Time allocations were excessive and sporadic. Therefore, discussion regarding the expectations of appropriate thresholds and distributions of time for student teachers and trainings on time management strategies should be conducted across the profession. Additionally, continued research should be conducted on student teachers’ time allocation and its effect on their performance.

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Author Biographies

Bradley Coleman, Oklahoma State University

Bradley M. Coleman is an Assistant Professor of Agricultural Education and Leadership in the Department of Agricultural Education, Communications and Leadership at Oklahoma State University

Glenn Israel, University of Florida

Glenn D. Israel is a Professor Emeritus of Extension Education in the Department of Agricultural Education and Communication at the University of Florida.

Debra Barry, University of Florida

Debra M. Barry is an Assitant Professor of Agricultural Education Department of Agricultural Education and Communication at the Univeristy of Florida.

Natalie Ferand, Virginia Tech University

Natalie K. Ferand is an Assistant Professor of Career and Technical Education in the School of Education at Virginia Tech University.

J.C. Bunch, University of Florida

J.C. Bunch is an Associate Professor of Agricultural Education in the Department of Agricultural Education and Communication at the University of Florida.

Alyssa Rogers

Alyssa J. Rogers is an Agriculture Teacher at Turkey Creek Middle School

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Published

2023-06-30

How to Cite

Coleman, B., Israel, G., Barry, D., Ferand, N., Bunch, J., & Rogers, A. (2023). Comparison of preservice teachers’ time allocation and performance evaluations while student teaching: An exploratory study. Journal of Agricultural Education, 64(2), 71–84. https://doi.org/10.5032/jae.v64i2.62

Issue

Section

Journal of Agricultural Education

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