Toward a Model to Guide Inquiry in Preservice Teacher Education

Cruickshank, Donald R.

doi:10.1177/002248718403500610

Cited by 18 publications

(22 citation statements)

References 10 publications

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“…Ducharme and Agne (1982) state that &dquo;... there is little that describes the complexity of SCDE (schools, colleges, and departments of education) faculty, their collective and individual professional and personal background, [or] their roles in higher education&dquo; (p. 30). Other authors have also recognized this lack of research on teacher educators (Carter, 1981;Cruickshank, 1984;Ducharme & Agne, 1982;Troyer, 1986;Weber, 1986;Zeichner & Tabachnick, 1981).…”

Section: Introductionmentioning

confidence: 99%

Vocational Home Economics Teacher Educators: A Profile

Sullivan

Redick

1991

Home Economics Research Journal

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The objectives of this study were: (a) to identify personal and professional information about vocational home economics teacher educators, (b) to determine the job satisfaction of these teacher educators, and (c) to investigate the relationships of selected characteristics of the teacher educators with their level of job satisfaction. Overall, these teacher educators appear to have a relatively high level of job satisfaction. Seven variables accounted for 27% of the variance of the dependent variable, job satisfaction. The variables that appear to raise job satisfaction include age, programs located within a home economics department/ college, and salary. Variables appearing to lower job satisfaction include having a graduate degree, never being married, teaching more hours per semester, and being located at institutions with high enrollment. Salary, having a graduate degree, and never being married also accounted for a significant amount of unique variance in the dependent variable. Personal and professional factors as a set contributed more than the employment situation or teacher education setting variable sets.

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Section: Introductionmentioning

confidence: 99%

Vocational Home Economics Teacher Educators: A Profile

Sullivan

Redick

1991

Home Economics Research Journal

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“…Other complex topics in need of research are identified in Cruickshank's (1984) Research focusing on these and other questions would provide needed insights into the teacher education program and the professoriate. Through sustained inquiry we can gain a better understanding of the education profes-soriate and, consequently, an improved program of teacher education.…”

Section: Resultsmentioning

confidence: 99%

“…Because much of the research on teacher educators has focused on the faculty of schools, colleges, and departments of education (SCDEs), the term &dquo;teacher educator&dquo; will be defined in this article as a faculty member of a school, college, or department of education. In proposing a model to guide inquiry in teacher education, Cruickshank (1984) identified teacher educators as one of five primary explanatory variables extant in the field of preservice teacher education and developed a taxonomy of attendant characteristics for each of the five variables. Cruickshank's taxonomy of characteristics associated with teacher educators will serve as the framework for this review of research.…”

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confidence: 99%

A Synthesis of Research on the Characteristics of Teacher Educators

Troyer

1986

Journal of Teacher Education

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Although teacher educators have not been the focus of extensive research efforts, a body of knowledge about them is beginning to emerge. Troyer summarizes the research conducted during the past two decades that focuses on teacher educators and suggests areas in need of additional study. he quality of any teacher education program is at least partially dependent on the quality of its professoriatethe men and women who develop, implement, and evaluate programs of teacher education. For a variety of reasons, however, teacher educators have not been the focus of much research on teacher education. Perhaps we are fearful that common criticisms of teacher educators will be substantiated, or that additional criticism will be forthcoming as a result of new fndings. Perhaps we are hesitant to consign a complex and divergent population with whom we identify so closely to the few lines of simplistic findings that may result from some research efforts or, perhaps we perceive research on teacher educators as less salient than other lines of educational inquiry. Cruicl~shank (1984) articulated reasons for the dearth of research on teacher education in general. These reasons would seem to apply to the lack of research on teacher educators as well. The importunate state of inquiry can be attributed to a number of causes including : the culture of teacher education that, to a large extent, is based upon professional wisdom, common sense, and commitments ; lack of aptitude for or training in inquiry by teacher educators; absence of time, support, and reward for inquiry; the promotion of inquirers into unrelated positions; the near absence of vehicles that encourage and transmit scholarly knowledge ; the commonly held belief that teacher education is too complex a phenomenon to be successfully studied; and perhaps most notably the absence of paradigmatic communities of teacher education researchers. (p. 45) Whatever the reasons, research on teacher educators appears limited not only in comparison to other lines of inquiry in teacher education, but also in comparison to research on the professoriate in general. Finkelstein (1984), WII ,=.;B1: for example, identified over 300 systematic, explanatory, empirical studies of college and university faculty since 1942, in addition to hundreds of purely descriptive and demographic studies.The far more limited number of studies on teacher educators may be due in part to the relatively recent emergence of teacher preparation as a function of colleges and universities.

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“…In the context of this study, a systems approach was taken to conduct an evaluation of the agricultural education teacher preparation program at Texas Tech University. The program evaluation was operationalized by Cruickshank's (1984) model to guide inquiry in preservice teacher education. This conceptual framework provided a foundation to examine the primary variables (i.e., (1) teacher educators, (2) teacher education students, (3) context of teacher education, (4) context or curriculum of teacher education, and (5) instruction and organization in teacher education) encompassed in teacher preparation programs, which lead to the outcome variable (i.e., outcomes of teacher education).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Perceptions of High School Cooperating Agricultural Teachers on the Performance of Student Teachers

Hendon¹,

Hainline²,

Burris³

et al. 2019

JAE

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The profession of agricultural education is experiencing shortages across the nation. Texas is critically impacted due to the renewed emphasis of career and technical education. This leads to questions about the preparedness of recent college graduates to handle the demands placed upon agricultural educators. Starting in 2012, Texas Tech University restructured the courses within the Department of Agricultural Education and Communications to better prepare graduates. The purpose of this study was to evaluate the agricultural education program at Texas Tech University by examining the preparedness of student teachers as determined by the cooperating teachers. A survey containing the characteristics of effective agricultural teachers identified by Roberts and Dyer (2004) was administered to cooperating teachers of Texas Tech University student teachers. The cooperating teachers evaluated the importance of the characteristics and the preparedness of Texas Tech University student teachers. The results of this survey were analyzed using a Borich needs assessment model. Texas Tech University cooperating teachers perceived student teachers to be most prepared in the categories of personal qualities and community relations and found the student teachers need further development of skills related to the categories of Supervised Agricultural Experience (SAE) and program planning/management.

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Toward a Model to Guide Inquiry in Preservice Teacher Education

Cited by 18 publications

References 10 publications

Vocational Home Economics Teacher Educators: A Profile

Vocational Home Economics Teacher Educators: A Profile

A Synthesis of Research on the Characteristics of Teacher Educators

Perceptions of High School Cooperating Agricultural Teachers on the Performance of Student Teachers

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