The student teaching experience is one of the most impactful capstone experiences for the preparation of preservice teachers. The supervisor, either a cooperating teacher or university supervisor, plays a critically important role in the student teaching experience. The purpose of this study was to explore preservice teachers' perceived motivation and independence throughout their student teaching experience. It is recommended that early in the student teaching experience, a directive supervision style should be utilized. Then, as motivation starts to decline in the middle of the student teaching experience, the focus of supervision should shift to providing moral support and encouraging commitment to the profession of teaching. Recommendations for future research include replication of this study with future cohorts of student teachers across multiple institutions so data trends can be analyzed longitudinally. Additionally, it is recommended that future iterations of this study should administer a post-then version of the quantitative plotting instrument to control response shift bias.
With fewer people entering agricultural career fields every year, the need for skilled workers in STEM fields continues to grow, which is an issue compounded by the growing demand for food and energy worldwide. An employment pool of skilled applicants who understand agriculture as a whole and comprehend applied concepts of STEM is needed, especially now as the world has stepped into an era of scientific and precision-based agriculture. School-based agricultural education (SBAE) provides opportunities to facilitate the application of core scientific ideas in real-world settings, as many agricultural contexts and problems typically involve numerous disciplines. This study analyzed the effects of purposeful science illumination on students' content knowledge of scientific core ideas and technical floriculture concepts. Students who received a specialized science illuminated curriculum displayed higher achievement on core science and technical floriculture content than their peers who received the standard curriculum. Further, students whose teachers received specialized training in STEM illumination outperformed the other two groups of students in both scientific core ideas and technical floriculture concepts. It is recommended that teachers seek both content-specific professional development opportunities and specialized curricula. Lastly, focus should be placed on methods of instruction to allow for students to engage with core scientific ideas within the context of agriculture.
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