Early Field Experience of Business and Family and Consumer Sciences Teacher Education

The purpose of this national descriptive study was to describe early field experience (EFE) practices used in business and family and consumer sciences (FCS) teacher education by using the EFE model. This study replicates similar research in the agricultural education discipline. For this study, EFE...

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Bibliographic Details
Published in:NACTA journal 2016-12, Vol.60 (4), p.352-357
Main Authors: Smalley, Scott W., Retallick, Michael S.
Format: Article
Language:English
Subjects:
Accreditation
Agricultural education
Business education
Careers
Classrooms
Cooperating Teachers
Course Descriptions
Field Experience Programs
Handbooks
Home economics education
Learning
Learning Strategies
Methods
Outcomes of Education
Preservice Teacher Education
Preservice Teachers
Social science research
Student teaching
Teacher centers
Teacher Characteristics
Teacher education
Teacher Educators
Teachers
Technical Education
Training
Vocational education
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Summary:The purpose of this national descriptive study was to describe early field experience (EFE) practices used in business and family and consumer sciences (FCS) teacher education by using the EFE model. This study replicates similar research in the agricultural education discipline. For this study, EFE was defined as all field experiences—offered within or outside of the business and FCS teacher education curriculum—that occur before student teaching. The study population was business and FCS teacher education programs (N=139) identified by the American Association of Family and Consumer Sciences and the National Business Education Association. The teacher education coordinator for each program was the contact for this study. Data were collected via an online survey. Programs required a minimum number of contact hours and a minimum number of lessons taught while in the field. The most common student assessments included cooperating teacher signatures, reflective writing and university supervisor’s review of documents. Most programs had specific EFE requirements and expectations. This study supports the career and technical education profession by identifying differences and similarities in EFE programming across disciplines. This information could be used to provide a more congruent EFE for all preservice teachers.
ISSN:0149-4910