Describing the Professional Development Needs of Preservice Business Education Teachers

Authors

  • Jeremy Jeffery Commonwealth University of Pennsylvania - Bloomsburg
  • Christina Force Commonwealth University of Pennsylvania - Bloomsburg
  • John G. Cannon University of Idaho

Keywords:

Borich’s Needs Assessment Model, professional development, business education student teaching

Abstract

For many states, those seeking licensure through a traditional pathway program must complete a culminating student teaching experience. As part of the student teaching experience, student teachers are expected to master a variety of responsibilities that will prepare them to become future teachers, such as instructional strategies, assessment, classroom management, and others. An important component of student teaching includes ongoing professional development. The purpose of the study was to describe the perceptions of greatest needs and levels of competency of professional development of business education student teachers during their student teaching experience. The Borich’s Needs Assessment Model framework served as the conceptual framework for the study. Results suggested that business education student teachers were strong with instructional and assessment strategies and competent with planning and professional development. Implications from the study are also included and recommendations for target professional development are also discussed.

Downloads

Download data is not yet available.

References

Ajani, O. A. (2019). Understanding teachers as adult learners in professional development activities for enhanced classroom practices. AFFRIKA: Journal of Politics, Economics & Society, 9(2), 195–208. https://www.proquest.com/docview/2349159695?pq-origsite=gscholar&fromopenview=true

Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and teacher education, 27(1), 10-20. https://www.sciencedirect.com/science/article/pii/S0742051X10001435?casa_token=GZ2XVH2mHwUAAAAA:HXY3hmg3cu06fJVjmAV4FOvbPEr72egTGYUpJMAoZ1TlhHc1OgcYHdM4hk9SxokcLbQMw_ClLw

Borich, G. (1980). A needs assessment model for conducting follow-up studies. Journal of Teacher Education, 31(3), 39-42. https://journals.sagepub.com/doi/pdf/10.1177/002248718003100310

Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. International Encyclopedia of Education, 7(2), 548-556.

Cannon, J. G., Kitchel, A, & Duncan, D. W. (2013). Perceived professional development needs of Idaho secondary Career and Technical Education teachers: Program Management. Online Journal of Workforce Education & Development, 6(1). http://opensiuc.lib.siu.edu/ojwed/vol6/iss1/3

Cannon, J. G., Kitchel, A., & Duncan, D. W. (2012). Perceived teaching and learning professional development needs of Idaho secondary Career and Technical Education teachers. The Researcher, 24(1), 43-54. https://scholar.google.com/scholar?cluster=1983746712784913503&hl=en&as_sdt=0,13

Cooc, N. (2019). Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education, 83, 27-41.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development (ED6067430). ERIC. https://files.eric.ed.gov/fulltext/ED606743.pdf

De Voto, C., Olson, J. D., & Gottlieb, J. J. (2021). Examining diverse perspectives of edTPA implementation across states: The good, the bad, and the ugly. Journal of Teacher Education, 72(1), 42-35. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C13&q=De+Voto+et+al.+%282021%29&btnG=

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, mail, and mixed-mode surveys: The tailored design method (4th ed.). Wiley.

Dobbins, T. R., & Camp, W. (2000). Clinical experiences for agricultural teacher programs in North Carolina, South Carolina, and Virginia [Paper presentation]. 27th Annual National Agricultural Education Research Conference, San Diego, CA, United States.

Duncan, D. W., Ricketts, J. C., Peake, J. B., & Uesseler, J. (2006). Teacher preparation and inservice needs of Georgia agriculture teachers. Journal of Agricultural Education, 47(2), 24-35. doi: 10.5032/jae.2006.02024

Edwards, M. C., & Briers, G. E. (1999). Assessing the in-service needs of entry-phase agriculture teachers in Texas: A discrepancy model versus direct assessment. Journal of Agricultural Education, 40(3), 40-49.

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. doi; 10.11648/j.ajtas.20160501.11

Ferlazzo, L. (2022, May 16). Make teacher prep practical, not theoretical. Education Week. https://www.edweek.org/teaching-learning/opinion-make-teacher-prep-practical-not-theoretical/2022/05

Garton, B. L., & Chung, N. (1997). An assessment of the inservice needs of beginning teachers of Agriculture using two assessment models. Journal of Agricultural Education, 38(3), 51-58. doi: 10.5032/jae.1997.03051

Goldhaber, D. (2019). Evidence-based teacher preparation: Policy context and what we know. Journal of Teacher Education, 70(2), 90-101. https://journals.sagepub.com/eprint/pNBZ7pHK3J3T5ijrwpJx/full

Hoffman, J. V., Wetzel, M. M., Maloch, B., Greeter, E., Taylor, L., DeJulio, S., & Vlach, S. K. (2015). What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review. Teaching and Teacher Education, 52, 99-112. https://www.learntechlib.org/p/202881/

Jeffery, J. (2020). Delineating requirements, responsibilities, and expectations of current business education teachers. Online Journal of Workforce Development and Education, 10(1), 1-13. https://opensiuc.lib.siu.edu/ojwed/vol10/iss1/1/

Jeffery, J., Force, C. & Cannon, J. (2022). Describing the professional development needs and retention of novice business education teachers in the state of Pennsylvania. The CTE Journal, 10(1). https://www.thectejournal.com/uploads/1/0/6/8/10686931/jeffery_summer_2022.pdf

Joerger, R. M. (2002). A comparison of the in-service needs of two cohorts of beginning Minnesota agricultural education teachers. Journal of Agricultural Education, 43(3), 11-24.

Karbowski, D. (2022, April 12). The state of teaching 2022. AdoptAClassroom.org. https://www.adoptaclassroom.org/2022/04/12/state-of-teaching-statistics-2022/

Kitchel, A., Cannon, J., & Duncan, D. (2009). Program management educational needs of Idaho Business and Marketing teachers. Career and Technical Education Research, 34(3), 175-189. https://www.ingentaconnect.com/content/acter/cter/2009/00000034/00000003/art00005#

Kitchel, A., Cannon, J., Duncan, D. (2010). Professional development priorities of Idaho Business teachers: An examination of a set of competencies associated with teaching and learning. The Delta Pi Epsilon Journal, LII(3), 138-151. https://www.proquest.com/openview/550c3bd65f873202d911836eeb321455/1?pq-origsite=gscholar&cbl=34490

Kitchel, A., Tenuto, P., Cannon, J. (2013). Principals’ and superintendents’ perceptions of the program management professional development needs of CTE teachers: A comparative analysis with Business teachers’ perceived needs. Business Teacher Education Journal, 39, 30-37.

Layfield, K. D., & Dobins, T. R. (2002). In-service needs and perceived competencies of South Carolina agricultural educators. Journal of Agricultural Education, 43(4), 46-55.

National Teaching Association. (2023). Aspiring Educators. https://www.nea.org/about-nea/our-members/aspiring-educators

Patton, M. Q. (2014). Qualitative research & evaluation methods (4th ed.). Sage.

Pennsylvania Department of Education. (2012). The framework for K-12 program guidelines. https://www.education.pa.gov/Documents/Teachers-Administrators/Certification%20Preparation%20Programs/Framework%20Guidelines%20and%20Rubrics/K-12%20Program%20Framework%20Guidelines.pdf

Perna, M.C. (2022, July 12). Flexibility or else: Teacher retention in the brave new world of education. Forbes. https://www.forbes.com/sites/markcperna/2022/07/12/flexibility-or-else-teacher-retention-in-the-brave-new-world-of-education/?sh=b222bd411a9d

Ribaeus, K., Enochsson, A-B., & Hultman, A. L. (2022). Student teachers’ professional development: Early practice and horizontal networks as ways to bridge the theory-practice gap. Journal of Early Childhood Teacher Education, 43(1), 2-16. https://www.tandfonline.com/doi/epdf/10.1080/10901027.2020.1797956?needAccess=true&role=button

Risko, V. J., & Reid, L. (2019). What really matters for literacy teacher preparation? The Reading Teacher, 72(4), 423-429. https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/trtr.1769

Rutten, L. (2021). Toward a theory of action for practitioner inquiry as professional development in preservice teacher education. Teaching and Teacher Education, 97, 103194. https://www.sciencedirect.com/science/article/pii/S0742051X20313858

Ryan, T. G., Young, D. C., & Kraglund-Gauthier, W. L. (2017). Action research within pre-service teacher education. Transformative Dialogues: Teaching and Learning Journal, 10(3). https://www.kpu.ca/sites/default/files/Transformative%20Dialogues/TD.10.3.9_RyanYoung%26Kraglund-Gauthier_Pre-Service_Teacher_Education.pdf

Sandholtz, J. H. (2011). Preservice teachers' conceptions of effective and ineffective teaching practices. Teacher Education Quarterly, 38(3), 27-47. https://files.eric.ed.gov/fulltext/EJ940632.pdf

Stenberg, K. (2011). Working with identities: Promoting student teachers professional development [Doctoral dissertation, University of Helsinki]. Helda. https://helda.helsinki.fi/bitstream/handle/10138/24379/Workingw.pdf?sequence=1

White, E. (2013). Exploring the professional development needs of new teacher educators situated solely in school: pedagogical knowledge and professional identity. Professional Development in Education, 39(1), 82-98. https://www.tandfonline.com/doi/abs/10.1080/19415257.2012.708667

Zulkifli, A., Sulaiman, N. & Mohamed, S. (2019) Pre-service teachers knowledge of classroom management. Creative Education, 10(12), 2548-2554. https://www.scirp.org/journal/paperinformation.aspx?paperid=96640

Downloads

Published

2023-07-07

How to Cite

Jeffery, J., Force, C., & Cannon, J. G. (2023). Describing the Professional Development Needs of Preservice Business Education Teachers. The Journal of Research In Business Education, 63(1), 49-60. https://jrbe.nbea.org/index.php/jrbe/article/view/95

Similar Articles

1-10 of 82

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