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VanTyne Thesis.pdf (785.96 KB)

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Exploring Identity Development Among Preservice Agriscience Teachers During an Early Field Experience: A Phenomenological Study

VanTyne, Abigail J
http://rave.ohiolink.edu/etdc/view?acc_num=osu1619130525241473

Abstract Details

2021, Master of Science, Ohio State University, Agricultural and Extension Education.
To maintain job satisfaction, occupational commitment, self-efficacy, and levels of motivation, it is important for a teacher to develop a professional teaching identity that tells them who they are (Day, 2002). The purpose of this study was to better understand the development of teacher identity in preservice agriscience teachers during an early field experience (EFE) placement. Data for this phenomenological study were triangulated through the collection of written reflections and photovoice reflections along with a in a semi-structured exit interview after the completion of their early field experience. Data were analyzed with an axial and open-coding process where “key words” can help to outline important information within the reflections (Corbin & Strauss, 2008). Four themes that emerged from this study: 1) Change of Personal Feelings from Excitement to Anxiousness; 2) Understanding Multiple Roles of the Agriscience Educator; 3) Adoption of Professional Roles Throughout the EFE; and 4) Understanding the Need for Passion with the Profession. Throughout the experience, preservice agriscience teachers experienced a change in emotions, understanding of the roles of an agriscience teacher, and ultimately decided whether they could see themselves entering the profession. Further research was recommended to develop deeper understanding of the identity development in preservice teachers before student teaching.
Caryn Filson (Advisor)
Tracy Kitchel (Committee Member)
112 p.
Agricultural Education
teaching; teaching identity; preservice teacher; early field experience; EFE; professional identity; agriscience education; agricultural education

Recommended Citations

Citations

  • VanTyne, A. J. (2021). Exploring Identity Development Among Preservice Agriscience Teachers During an Early Field Experience: A Phenomenological Study [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619130525241473

    APA Style (7th edition)

  • VanTyne, Abigail. Exploring Identity Development Among Preservice Agriscience Teachers During an Early Field Experience: A Phenomenological Study. 2021. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1619130525241473.

    MLA Style (8th edition)

  • VanTyne, Abigail. "Exploring Identity Development Among Preservice Agriscience Teachers During an Early Field Experience: A Phenomenological Study." Master's thesis, Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619130525241473

    Chicago Manual of Style (17th edition)

osu1619130525241473
92
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This open access ETD is published by The Ohio State University and OhioLINK.