Decision to Teach: A Q Sort with Texas A&M University Agricultural Science Students
Abstract
The decision to teach agricultural science at the secondary level, specifically the influence of the student teaching experience on that decision, has been studied numerous times through a quantitative lens. Influential factors in that decision have been identified including: teacher efficacy, influence of the cooperating teacher, perceptions of barriers and support for preservice teachers, predicting student teachers’ intention to teach, student teachers’ changes in intention to teach, and even factors affecting agricultural students’ decision to teach. However, the quantitative approach does not allow researchers to see the holistic view containing subjectivity of individuals’ decisions. Ajzen’s Theory of Planned Behavior was the framework for this study.
Q Methodology was used to identify the viewpoints of the decision to teach among Texas A&M University Agricultural Science pre-service teachers. Three viewpoints, “Mindful, Methodical Mentors,” “Purposeful, Practical Planners,” and “Collaborative, Cultural Cultivators” emerged as a result of factor analysis and were characterized. Qualitative data was used from the exit interviews following the Q sorts to determine that 12 of the 20 participants made the decision to teach agricultural science while they were in high school.
Recommendations include replications of this study at multiple universities and utilizing Q Methodology as a reflection activity for pre-service teachers following their student teaching experience.
Subject
decision to teachagricultural science teacher
agricultural education
student teaching
pre-service teachers
Q Methodology
Citation
Gilbert, Jenna R. (2018). Decision to Teach: A Q Sort with Texas A&M University Agricultural Science Students. Master's thesis, Texas A & M University. Available electronically from https : / /hdl .handle .net /1969 .1 /173543.