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Triumphs and Tribulations: Exploring Student Teacher Needs-Supporting and -Frustrating Experiences through Reflective Journaling

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Title: Triumphs and Tribulations: Exploring Student Teacher Needs-Supporting and -Frustrating Experiences through Reflective Journaling
Language: English
Authors: Hannah C. Parker (ORCID 0000-0002-3290-3840), Kellie Claflin (ORCID 0000-0001-8499-1742), Amanda M. Bowling (ORCID 0000-0002-2526-725X)
Source: Journal of Agricultural Education. 2025 66(4).
Availability: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teacher Education, Journal Writing, Student Journals, Reflection, Agricultural Education, Student Needs, Barriers, Affordances, Self Determination, Preservice Teachers, Student Teachers
Geographic Terms: Ohio
DOI: 10.5032/jae.v66i4.3013
ISSN: 1042-0541
2162-5212
Abstract: Teacher educators are charged with the responsibility of training teachers who will be required to make numerous daily decisions. One effective method to equip teacher candidates to manage the multitude of teaching demands is through the implementation of reflective practice. This study aimed to investigate the placement experiences of The Ohio State University SBAE student teachers by examining their psychological needs and motivation. A directed content analysis approach was used to analyze guided reflective journals to capture both triumphs (needs-satisfying experiences) and tribulations (needs-frustrating experiences). Reflective journal entries were bound by thirteen SBAE student teachers over fifteen weeks in the spring of 2023. Tenets from Self-Determination Theory were used as a lens to guide the theoretical framework for this study. Findings were categorized into needs-satisfying and needs-frustrating themes. Findings highlight student teachers discuss their psychological needs of autonomy, competency, and relatedness through the lens of self-determination theory. We recommend teacher educators provide opportunities for student teachers to reflect on their psychological needs to increase self-regulation and internalization. Further, we recommend that research integrate motivational theories to explore how teacher preparation programs can support the complexities of learning to teach.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489190
Database: ERIC
FullText Text:
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  Data: Triumphs and Tribulations: Exploring Student Teacher Needs-Supporting and -Frustrating Experiences through Reflective Journaling
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  Data: <searchLink fieldCode="AR" term="%22Hannah+C%2E+Parker%22">Hannah C. Parker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3290-3840">0000-0002-3290-3840</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kellie+Claflin%22">Kellie Claflin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8499-1742">0000-0001-8499-1742</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amanda+M%2E+Bowling%22">Amanda M. Bowling</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2526-725X">0000-0002-2526-725X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Agricultural+Education%22"><i>Journal of Agricultural Education</i></searchLink>. 2025 66(4).
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  Data: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink>
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  Data: 10.5032/jae.v66i4.3013
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  Data: 1042-0541<br />2162-5212
– Name: Abstract
  Label: Abstract
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  Data: Teacher educators are charged with the responsibility of training teachers who will be required to make numerous daily decisions. One effective method to equip teacher candidates to manage the multitude of teaching demands is through the implementation of reflective practice. This study aimed to investigate the placement experiences of The Ohio State University SBAE student teachers by examining their psychological needs and motivation. A directed content analysis approach was used to analyze guided reflective journals to capture both triumphs (needs-satisfying experiences) and tribulations (needs-frustrating experiences). Reflective journal entries were bound by thirteen SBAE student teachers over fifteen weeks in the spring of 2023. Tenets from Self-Determination Theory were used as a lens to guide the theoretical framework for this study. Findings were categorized into needs-satisfying and needs-frustrating themes. Findings highlight student teachers discuss their psychological needs of autonomy, competency, and relatedness through the lens of self-determination theory. We recommend teacher educators provide opportunities for student teachers to reflect on their psychological needs to increase self-regulation and internalization. Further, we recommend that research integrate motivational theories to explore how teacher preparation programs can support the complexities of learning to teach.
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        Value: 10.5032/jae.v66i4.3013
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      – Text: English
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        PageCount: 15
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Journal Writing
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      – SubjectFull: Student Journals
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      – SubjectFull: Barriers
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      – SubjectFull: Self Determination
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      – SubjectFull: Preservice Teachers
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