scholarly journals An Observational Analysis of Agricultural Education Faculty During On-Site Supervisory Visits with Preservice Teachers

2013 ◽  
pp. 134-148
Author(s):  
Eric Rubenstein ◽  
Andrew Thoron
Keyword(s):  
Preservice Teachers ◽  
Agricultural Education ◽  
Education Faculty ◽  
Observational Analysis

scholarly journals Using a problem based, multimedia enhanced approach in learning about teaching

2002 ◽  
Vol 18 (3) ◽  
Author(s):  
Susan E. Gibson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Studies ◽  
Curriculum And Instruction ◽  
Traditional Instruction ◽  
Field Trip ◽  
Education Faculty ◽  
Social Studies Curriculum ◽  
Virtual Field ◽  
Integrate Technology

Many teachers graduate from teacher education institutions with minimal understanding about how to use technology in their classrooms. This is due mainly to the limited exposure they receive to innovative uses for technology in their preservice programs. There is a need for more information on what new ways of teaching using computers by education faculty might look like. Faculty sharing of stories about their own innovative attempts to integrate technology can be powerful catalysts for others. This article describes the use of a WebCT based virtual field trip to a school used as part of a social studies curriculum and instruction course, designed to help preservice teachers to "rethink" traditional instruction.

scholarly journals Preservice teachers’ perceptions of science integration into secondary agriculture classrooms

2020 ◽  
Vol 1 (3) ◽  
pp. 1-13
Author(s):  
Nathan Conner ◽  
Christopher Stripling ◽  
Jamie Loizzo
Keyword(s):  
Preservice Teachers ◽  
Agricultural Education ◽  
Cognitive Theory ◽  
Academic Science ◽  
Future Research ◽  
Behavioral Determinants ◽  
Teachers Perceptions ◽  
Science Integration ◽  
Science Concepts ◽  
Integrate Science

After completing a 40-hour field experience course, 26 preservice teachers participated in interviews about their experiences observing science integration in secondary agriculture classrooms. Based on Bandura’s social cognitive theory, researchers analyzed interview transcripts for preservice teachers’ descriptions of perceived preparedness to integrate science into agricultural education programs based on personal, environmental, and behavioral determinants. Findings indicated the integration of science concepts were reliant upon participants’ perceived integration ability, importance of science knowledge, consequences of science integration, application of hands-on learning, practical application of science in agriculture, and the influence of colleague collaboration on the learning environment. From their observations, preservice teachers cited specific instances of academic science concepts relating to agriculture, which they perceived as an applied science. While natural ties to biology and chemistry appeared in classroom lessons, preservice teachers held a belief that agricultural education is a unique practical context for learning and integration of science, but too much science integration is seen as a threat to agricultural education. Many preservice teachers noted the environment surrounding their future agricultural classrooms will play a large role in how they integrate science. Future research should further investigate how behavioral, personal, and environmental factors influence science integration.

scholarly journals Experiences of Agricultural Education Preservice Teachers Engaging in Critical Friendships

2017 ◽  
Vol 58 (4) ◽  
pp. 291-306
Author(s):  
Sable Sellick ◽  
Catherine Shoulders ◽  
Donald Johnson ◽  
H. L. Goodwin
Keyword(s):  
Preservice Teachers ◽  
Agricultural Education

scholarly journals Preservice agriculture teachers’ perceived self-efficacy of specific SAE competencies

2021 ◽  
Vol 2 (3) ◽  
pp. 50-60
Author(s):  
Eric Rubenstein ◽  
James Scott
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Agricultural Education ◽  
Self Efficacy ◽  
The Self ◽  
Teacher Preparation Programs ◽  
Agriculture Teachers ◽  
Preparation Programs ◽  
Supervised Agricultural Experience

With the implementation of the supervised agricultural experience (SAE) within school-based agricultural education (SBAE), hands-on learning has changed how students learn in the classroom. SAE programs, a key component of agricultural education, are an example of experiential learning within the SBAE model. The implementation of SAE experiences has been often viewed as difficult for many teachers, and many new agricultural educators struggle with implementing SAE into their classroom instruction. Therefore, this study sought to determine the self-efficacy of preservice agriculture teachers towards the American Association for Agricultural Education-Supervised Agricultural Experience (AAAE) SAE competencies. Results indicated that a majority of preservice teachers considered SAE an important aspect of the SBAE model. However, results indicated that few competencies showed significant differences between pre- and post-completion of the agricultural program, and gender differences did not indicate much significance in self-efficacy. Data indicates that teacher preparation programs have been successful in preparing students to develop, implement, and supervise SAE programs during student teaching. The researchers recommend that further research should examine additional agricultural teacher preparation programs and determine the self-efficacy of cooperating teachers in the classroom.

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