東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Student Teaching Internship Experien...

Samoei, Mary.

Linked to FindBook

Google Book

Amazon

博客來

Student Teaching Internship Experiences and Perceived Success of First-year School Based Agricultural Education (SBAE) Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student Teaching Internship Experiences and Perceived Success of First-year School Based Agricultural Education (SBAE) Teachers./
Author:	Samoei, Mary.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	97 p.
Notes:	Source: Masters Abstracts International, Volume: 81-11.
Contained By:	Masters Abstracts International81-11.
Subject:	Teacher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961164
ISBN:	9798645446369

Student Teaching Internship Experiences and Perceived Success of First-year School Based Agricultural Education (SBAE) Teachers.
Samoei, Mary.

Student Teaching Internship Experiences and Perceived Success of First-year School Based Agricultural Education (SBAE) Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 97 p.

Source: Masters Abstracts International, Volume: 81-11.

Thesis (M.S.)--University of Arkansas, 2020.

This item must not be sold to any third party vendors.

The purpose of this study was to determine the perceived influence of student teaching internship experiences on the perceived success of school-based agricultural education (SBAE) teachers in their first year of teaching. An explanatory mixed-methods design was utilized to gather the both qualitative and quantitative data. Census sampling was used to select 30 SBAE teachers teaching within high schools in Arkansas. The researcher collected quantitative data using an adapted questionnaire and online interviews to collect qualitative data. Males (n = 12, 54.6 %) dominate as first-year agriculture teachers. Most teachers (n = 15, 68.2 %) graduated with a major in agricultural education, and a majority of schools (n = 14, 63.6 %) are rural-based. During student teaching internship, SBAE teachers perceived to be more successful in handling FFA duties (M = 3.24, SD = 0.91), less successful in handling SAE duties (M = 2.99, SD = 1.05), and almost equal success in handling classroom teaching duties (M = 3.65, SD = 0.65), than in the first year of the teaching career. Female agriculture teachers were more successful in conducting SAE (M = 3.17, SD = 0.98) and classroom teaching duties (M = 3.79, SD = 0.59) while male teachers performed slightly successful in FFA duties (M = 3.27, SD = 1.04). A negative correlation (r = -.03) was observed between perceptions of success in handling FFA duties student teaching and the first year of teaching showed. The teachers perceived a negligible relationship (r = .07) between perceived success in handling SAE duties during student teaching and the first year of teaching. A moderate relationship (r = .42) existed in perceived success of handling classroom teaching, and the perceived success within the first year of teaching agriculture. The interviewed teachers attributed their perceived success within their first year to collaborative efforts with colleagues, mentor teacher support, student-teacher relationship, and time management. The study generated recommendations for practice and for further research.

ISBN: 9798645446369Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Classroom and laboratory teaching

Student Teaching Internship Experiences and Perceived Success of First-year School Based Agricultural Education (SBAE) Teachers.
LDR:03289nmm a2200361 4500 001 2278040
005 20210611082009.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798645446369
035 $a (MiAaPQ)AAI27961164
035 $a AAI27961164
040 $a MiAaPQ $c MiAaPQ
100 1 $a Samoei, Mary. $3 3556401
245 1 0 $a Student Teaching Internship Experiences and Perceived Success of First-year School Based Agricultural Education (SBAE) Teachers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 97 p.
500 $a Source: Masters Abstracts International, Volume: 81-11.
500 $a Advisor: Shoulders, Catherine.
502 $a Thesis (M.S.)--University of Arkansas, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to determine the perceived influence of student teaching internship experiences on the perceived success of school-based agricultural education (SBAE) teachers in their first year of teaching. An explanatory mixed-methods design was utilized to gather the both qualitative and quantitative data. Census sampling was used to select 30 SBAE teachers teaching within high schools in Arkansas. The researcher collected quantitative data using an adapted questionnaire and online interviews to collect qualitative data. Males (n = 12, 54.6 %) dominate as first-year agriculture teachers. Most teachers (n = 15, 68.2 %) graduated with a major in agricultural education, and a majority of schools (n = 14, 63.6 %) are rural-based. During student teaching internship, SBAE teachers perceived to be more successful in handling FFA duties (M = 3.24, SD = 0.91), less successful in handling SAE duties (M = 2.99, SD = 1.05), and almost equal success in handling classroom teaching duties (M = 3.65, SD = 0.65), than in the first year of the teaching career. Female agriculture teachers were more successful in conducting SAE (M = 3.17, SD = 0.98) and classroom teaching duties (M = 3.79, SD = 0.59) while male teachers performed slightly successful in FFA duties (M = 3.27, SD = 1.04). A negative correlation (r = -.03) was observed between perceptions of success in handling FFA duties student teaching and the first year of teaching showed. The teachers perceived a negligible relationship (r = .07) between perceived success in handling SAE duties during student teaching and the first year of teaching. A moderate relationship (r = .42) existed in perceived success of handling classroom teaching, and the perceived success within the first year of teaching agriculture. The interviewed teachers attributed their perceived success within their first year to collaborative efforts with colleagues, mentor teacher support, student-teacher relationship, and time management. The study generated recommendations for practice and for further research.
590 $a School code: 0011.
650 4 $a Teacher education. $3 3172312
650 4 $a Agricultural education. $3 612126
653 $a Classroom and laboratory teaching
653 $a Mentor-teachers
653 $a Student-teachers
653 $a Student-teaching internship
653 $a Supervised agricultural experiences
690 $a 0517
690 $a 0530
710 2 $a University of Arkansas. $b Agricultural & Extension Education. $3 3556402
773 0 $t Masters Abstracts International $g 81-11.
790 $a 0011
791 $a M.S.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961164