Student teaching is an opportunity for university students to apply the skills and ideas learned through agricultural education classes. The student teaching process allows the student to tie in the real world relevancy of their studies. By performing a certified teacher’s duties, the student can demonstrate the educational concepts learned at the university. The idea that more successful student teaching experiences lead to more effective teachers is a good illustration of the importance of student teaching. It is also during student teaching that a student teacher will become enthusiastic about teaching, or decide to pursue a completely different profession. With all of the impact that student-teaching makes on a student, it is important to understand the components of a successful student teaching experience.

There are four components of a quality student teaching experience in the agricultural education field. The basis of these components comes from general education courses prior to student teaching, the cooperating teachers, the university supervisors, and the facility for student teaching. Courses taken prior to student teaching can impact a student’s sa

University supervision is another important part of student teaching. This aspect of the student teaching experiment was also rated high within the study. On average, university supervisors visit the student teacher 3 times throughout the semester (Rome,1980). The first year teachers rated this as an adequate number of visits. Students in the study rated the helpfulness of the university supervisor highly. They also expressed the importance of constructive criticism from university supervisors. The input of these supervisors can ensure that the student teaching experience is productive, and on course according to university guidelines. They can also supplement advice and ideas from the cooperating teacher. University supervisors are trained and have experience to help their students make the best of their student teaching experience. Student teachers should view university supervisors as a resource, and spend adequate time with them to go over concerns, ideas, and questions. University supervisors are also there to resolve problems with the cooperating teacher, or student teaching facility.

tisfaction with the student teaching experience. Rome (1990) found that effectiveness of general education courses in preparation for student teaching rated very low (mean 2.95/5). This study was based on a questionnaire filled out by first year teachers. While this did not go into specifics regarding exactly what was lacking from the student teacher’s preparation classes, the ratings left room for improvement. Of the first year teachers surveyed, the average rating was 2.95, with the highest being a five, and the lowest being a one. Those teachers who further commented on this, expressed a desire for more specific e

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