Abstract
The purpose of this study was to examine the relationships between the importance of agricultural science student teacher placement methodology and the quality of the student teacher experience. The sample consisted of 50 randomly selected head teacher educators in agricultural education and 204 agricultural science student teachers from the 2001-2002 academic school year. Based on a review of literature, the head teacher educator questionnaire assessed the perceptions of the important characteristics and criteria of student teacher placement methodology; likewise, the student teacher questionnaire examined the perception of the overall student teaching experience component. Head ...