A Profile of Secondary Teachers and Schools in North Dakota: Implications for the Student Teaching Experience in Agricultural Education

Abstract

Most scholars, practitioners, and participants agree that the student teaching experience is an essential component of the professional development of aspiring secondary agricultural education teachers. Numerous researchers, reporting findings that span three decades, have described important dimensions of the student teaching experience in agricultural education (Barnes & Camp, 2002;Covington & Dobbins, 2004;Deeds, 1993;Deeds, Arrington, & Flowers, 1988;Deeds, Flowers, & Arrington, 1991;Dobbins & Camp 2000;Edwards & Briers, 2001;Harlin, Edwards, & Briers, 2002;Harlin, Roberts, Briers, Mowen, & Edgar, 2007;Kasperbauer & Roberts, 2007a,2007b;Larke, Norris, & Briers, 1992;Roberts, 2006;Roberts & Dyer, 2004;Roberts, Harlin, & Ricketts, 2006;Young & Edwards, 2005;Young & Edwards, 2006a,2006b).