Exploring Concerns of Business Student Teachers


  • Edward Fletcher University of South Florida
  • Kathy Mountjoy Illinois State University
  • Glenn Bailey Illinois State University


business education, student teaching, teacher development, teacher education, triad relationship


Background: The student teaching internship is the culminating experience and has been cited as the most significant, exciting, and difficult experience teacher candidates will encounter throughout their entire teacher preparation program. In order to prepare
business teacher candidates for their internships, it is critical to understand the issues and challenges they will face during their student teaching. Purpose: As such, the purpose of this research study was to explore the unique lived experiences and frames of references of business teacher candidates regarding their issues, challenges, and barriers during their student teaching internships. Method: A qualitative phenomenological approach was implemented based on three data sources: (a) an online questionnaire; (b) a semi-structured focus group interview; and (c) an analysis of weekly journal reflections. Results: Based on 16 business student teachers, this qualitative study found three primary concerns: (a) addressing classroom management; (b) issues with the quadratic relationship; and (c) having compromising priorities. Conclusions and Recommendations: Thus, it is critical that teacher educators discuss strategies and techniques for classroom management, help form synergistic relationships with qualified and passionate mentor teachers and university supervisors, and only assign coursework that are critical for the development of the student teachers in their internships.


Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.

Cakmak, M. (2008). Concerns about teaching process: Student teachers’ perspective. Educational Research Quarterly, 31(3), 57-77.

Crew, T. & Bodenhamer, J. (2009). Preparing student teaching interns: Advice from current business educators. The Delta Pi Epsilon Journal, LI(1), 43-55.

Fritz, C., & Miller, G. (2003). Concerns expressed by student teachers in agriculture. Journal of Agricultural Education, 44(3), 47-53.

Fuller, F., Parsons, J., & Watkins, J. (1974, April). Concerns of teachers: Research and reconceptualization. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Gal, N. (2006). The role of practicum supervisors in behavior management education. Teaching and Teacher Education, 22, 377-393.

Hung, W. & Lockard, J. (2007). Using an advance organizer guided behavior matrix to support teachers’ problem solving in classroom behavior management. Journal of Special

Education Technology, 22(1), 21-36.

Kent, S. (2001). Supervision of student teachers: Practices of cooperating teachers prepared in a clinical supervision course. Journal of Curriculum and Supervision, 16(3), 228-244.

Leininger, M. (1994). Evaluation criteria and critique of qualitative research studies. In J. M. Morse (Ed.). Critical issues in qualitative research methods (pp. 95-115). Thousand Oaks, CA: Sage.

Little, S. & Akin-Little, A. (2008). Psychology’s contributions to classroom management. Psychology in the Schools, 45(3), 227-234.

Melnick, S. & Meister, D. (2008). A comparison of beginning and experienced teachers’ concerns. Educational Research Quarterly, 31(3), 39-56.

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.

Pedota, P. (2007). Strategies for effective classroom management in the secondary setting. The Clearing House, 80(4), 163-166.

Sadler, T. (2006). “I won’t last three weeks”: Preservice science teachers reflect on their student-teaching experiences. Journal of Science Teacher Education, 17, 217-241.

Shin, S. & Koh, M. (2007). A cross-cultural study of teachers’ beliefs and strategies on classroom behavior management in urban American and Korean school systems. Education and Urban Society, 39(2), 286-309.

Seidman, I. (1998). Interviewing as qualitative research. A guide for researchers in education and the social sciences (2nd ed.). New York City, NY: Teachers College, Columbia University.

Smith, B. (2000). Emerging themes in problems experienced by student teachers: A framework for analysis. College Student Journal, 34(4), 633-640.

Snyder, D. (1998). Classroom management for student teachers. Music Educators Journal, 84, 37-41.

Steadman, S. (2009). Cycles of confidence: Supporting university supervisors’ recursive trajectories of development. Teaching & Learning, 23(3), 98-110.

Valencia, S., Martin, S., Place, N., & Grossman, P. (2009). Complex interactions in student teaching: Lost opportunities for learning. Journal of Teacher Education, 60(3), 304-322.

Wertz, F. (2005). Phenomenological research methods for counseling psychology. Journal of Counseling Psychology, 52(2), 167-177.




How to Cite

Fletcher, E., Mountjoy, K., & Bailey, G. (2023). Exploring Concerns of Business Student Teachers. Journal of Research In Business Education, 53(1), 14-27. https://jrbe.nbea.org/index.php/jrbe/article/view/88

Similar Articles

1-10 of 78

You may also start an advanced similarity search for this article.