Browsing by Author "Coleman, Bradley M."

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    Examining Preservice Teachers' Performance During a 14-Week Student Teaching Experience: A Longitudinal Study
    Coleman, Bradley M.; Ferand, Natalie K.; Bunch, J. C.; Israel, Glenn D. (2021)
    The student teaching experience is one of the most impactful and formative experiences of any preservice teachers' career. Student teaching provides preservice teachers with the professional knowledge and skills needed to be successful teachers through concrete experiences, which formalize professional behaviors. This longitudinal linear mixed model study aimed to examine the change of preservice teachers' performance over time during the student teaching experience. Preservice teacher performance was measured with a modified instrument, and instrument reliability was tested and confirmed as part of this study. As such, it was found that a positive and significant linear trend over the 14-week placement existed and a clear pattern of growth among preservice teachers in the constructs of instructional design, instructional practice, student-centered teaching, teacher professionalism, and reflective and autonomous practitioner. It is evident that the student teaching experience is a valuable macro-level experience that provides a plethora of beneficial micro-level experiences. It is recommended that teacher educators continue to provide preservice teachers with the opportunity to participate in the immersive student teacher experience for a prolonged period. Recommendations for conducting evaluations and delivering feedback to student teachers were also made. As demonstrated in this study, time spent in the student teaching experience is a key attribute to preservice teachers' growth and development as professional educators.
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    Understanding Teacher Preparation of the Past: The Student Teaching Block in Agricultural Education
    Price, Tyler J.; Ferand, Natalie K.; Sewell, Emily A.; Coleman, Bradley M. (Advancements in Agricultural Development, 2023-08-14)
    The preparatory experiences leading up to student teaching vary greatly. Understanding the evolution of the student teaching block can provide key guidance on what is needed for the student teacher of today and the student teacher of tomorrow. A historical narrative approach was used to understand the student teaching block as it has been developed and implemented historically in agricultural education. Six semi-structured interviews were conducted with participants who were current faculty at the rank of Professor in agricultural education and had been involved in agricultural education for at least 25 years. Four themes emerged through our analysis: (a) origins, (b) purpose and philosophy, (c) structural elements of the block, and (d) limitations and forward-thinking. Based on the findings, the purpose of the block as it relates to the agricultural education profession is to provide an intensive, immersive experience to prepare soon-to-be student teachers in an environment that provides an opportunity for practice and reflection before entering the classroom. It is recommended that periodic check-ins or seminars with student teachers be done to ensure they can reflect, share experiences, exchange ideas, discuss best practices, and learn from each other as they experience student teaching.