Psychosocial Differences by CTE Discipline and Personality Type in Student Teachers

The purpose of the study is to describe differences in career and technical education (CTE) student teachers’ perceptions of psychosocial support provided by student teachers, as separated by CTE discipline(Agricultural Education and Family and Consumer Sciences Education) and personality type, at a southern state university. The group was more female than male. The most frequent personality types for the sample were ESTP, ENFP, and ESFJ. ESTP was the most frequent personality type for Ag Ed student teachers; ESFJ was the most frequent for FCS Ed. Psychosocial assistance is being provided to student teachers by their cooperating teachers from some extent to a large extent. The acceptance function was reported as the largest extent provided by the sample and by the Ag Ed student teachers; friendship for FCS Ed. Social was reported the lowest function for both groups. The E-I personality type dichotomy experiences the largest difference.