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.

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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. Journal of Research In Business Education, 63(1), 49-60. https://jrbe.nbea.org/index.php/jrbe/article/view/95

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