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Tytuł pozycji:

Concerns of Female Preservice Teachers in Teaching and Supervising the Agricultural Mechanics Laboratory

Tytuł:
Concerns of Female Preservice Teachers in Teaching and Supervising the Agricultural Mechanics Laboratory
Autorzy:
Tummons, John D.
Langley, G. Curtis
Reed, Jeff J.
Paul, Emily E.
Temat:
Females
Preservice Teachers
Agricultural Education
Secondary School Students
Agricultural Engineering
Case Studies
Qualitative Research
Trust (Psychology)
Supervision
Laboratories
Skill Development
Safety
Instruction
Barriers
Equipment
Student Teacher Attitudes
Coping
Student Characteristics
Teacher Competencies
Help Seeking
Role
Język:
English
Źródło:
Journal of Agricultural Education. 2017 58(3):19-36.
Dostępność:
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Recenzowane naukowo:
Y
Page Count:
18
Data publikacji:
2017
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Higher Education
Postsecondary Education
Secondary Education
ISSN:
1042-0541
Abstractor:
As Provided
Liczba referencji:
46
Data wpisu:
2017
Numer akcesji:
EJ1163573
Czasopismo naukowe
Agricultural mechanics is a top career choice among secondary students enrolled in agricultural programs. Secondary agricultural mechanics teachers provide hands-on skill instruction with shielded metal arc welders, oxyfuel torches, and various hand tools in their agricultural mechanics laboratories. Preservice agriculture teachers have reported lack of preparation to adequately teach in this potentially dangerous environment. This qualitative case study explored the concerns of preservice teachers about teaching secondary students in the agricultural mechanics laboratory and how those concerns evolved over time. Researchers used a constructivist epistemology and open coding to identify and explore emergent themes. Three themes emerged from the data: 1) issues of trust and control in supervising laboratory students manifest themselves as a professional threat, 2) mechanics skill and supervisory skill development coincided with a change in focus toward student safety and learning, and 3) the agricultural mechanics laboratory provides unique instructional challenges and opportunities. Although each preservice teacher differed in their development, the authors identified persistent issues with agricultural mechanics skill knowledge and student trust.

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