Cooperating teachers' perceptions of student teachers' teaching ability
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The purpose of the study was to determine, as witnessed by cooperating teachers, what learning gaps pre-service teachers brought to the student teaching experience. A revised version of Duncan, Ricketts, Peake, and Uesseler (2005) needs assessment instrument was used to gather data from cooperating agriculture teachers in Georgia that were on the state approved list (N=52). The findings of this study indicate that the pre-service teachers need additional preparation in technical areas such as plant science, agriscience, and integrating current advances in agriculture technology into the curriculum. Cooperating teacher felt that the pre-service teachers needed assistance in the following areas of FFA, public relations, preparing various award applications and developing SAE’s for students. Pre-service teachers also need assistance in developing certain teaching skills as managing student behavior problems, motivating students to learn, teaching students to think critically and creatively, embedding graduation standards into the curriculum, establishing and advisory committee, and completing state and local reports. Therefore, it was recommended that the learning gaps of the pre-service teachers be addressed by university faculty and state agricultural education staff.