freshmen who were committed to teaching and to the FCS major. Students in FCS at Idaho currently have only one option in FCS specifically and it is to teach . Other related options for majors would be to major in Child Development or Marriage and Family Studies. But to receive training in the broad field of FCS, students currently have only the option to become teachers. In comparison, the sophomores may have experienced their first practicum. is the first experience in a classroom. Students organize a lesson for a junior high class. “real” This experience provides them a reality check. It has been at least five years since many have been in a junior high FCS class or the first time ever for some. Perhaps this is where a process takes place. This could be a time when FCS Ed. majors realize “weeding out” teaching FCS is a great thing, but they personally may not be cut out to teach. At this point in their schooling, they have the freedom to exercise their agency and change majors with little consequences. Perhaps this is why the scores drop considerably between the freshmen and sophomore years. Again, the relative small number of sophomores who completed the survey could also be due to the commitment factor. Junior FCS Ed. students have been prepared through content course work and then allowed to experience another adult education practicum and possibly completed a seven week industry based internship, for example working in a bakery, being a seamstress, or working in retail. If the student is following the appropriate sequences of courses they may even have had a child development practicum where they have acted as teachers in a child lab. where application begins to happen. They now are given opportunities to experience teaching FCS in both an early childhood and adult educational lab, thus their PTE scores should start to improve, which they do.
freshmen who were committed to teaching and to the FCS major. Students in FCS at currently have only one option in FCS specifically and it is to teach . Other related options for majors would be to major in Child Development or Marriage and Family Studies. But to receive training in the broad field of FCS, students currently have only the option to become teachers. In comparison, the sophomores may have experienced their first practicum. is the first experience in a “real” classroom. Students organize a lesson for a junior high class. This experience provides them a reality check. It has been at least five years since many have been in a junior high FCS class or the first time ever for some. Perhaps this is where a “weeding out” process takes place. This could be a time when FCS Ed. majors realize teaching FCS is a great thing, but they personally may not be cut out to teach. At this point in their schooling, they have the freedom to exercise their agency and change majors with little consequences. Perhaps this is why the scores drop considerably between the freshmen and sophomore years. Again, the relative small number of sophomores who completed the survey could also be due to the commitment factor. Junior FCS Ed. students have been prepared through content course work and then allowed to experience another adult education practicum and possibly completed a seven week industry based internship, for example working in a bakery, being a seamstress, or working in retail. If the student is following the appropriate sequences of courses they may even have had a child development practicum where they have acted as teachers in a child lab. where application begins to happen. They now are given opportunities to experience teaching FCS in both an early childhood and adult educational lab, thus their PTE scores should start to improve, which they do. Idaho
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