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 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 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.

scholarly journals Exploring the preferred learning style of preservice teachers and how this influences their philosophy of teaching

2021 ◽  
Vol 2 (2) ◽  
pp. 97-109
Author(s):  
Heather Young ◽  
Bradley Coleman ◽  
Carla Jagger ◽  
Peyton Sweet Moore ◽  
J. C. Bunch
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
Learning Styles ◽  
Learning Style ◽  
Agricultural Education ◽  
Learning Experience ◽  
Learning Needs ◽  
Teaching Philosophy ◽  
Teaching Philosophies ◽  
Diverse Learning

The purpose of this mixed methods study was to address how preservice teachers’ preferred learning style influences their philosophy of teaching agricultural education. A convergent parallel mixed methods design was used in which quantitative and qualitative data were collected simultaneously, analyzed separately, and then merged for combined analysis. In this study, we identified 17 preservice teachers’ learning style and then assessed how their learning style influenced their philosophy statement. We found 59% of the teaching philosophy statements were similar to the preservice teachers’ learning style, 18% were different, and 23% were deemed inconclusive. It appears the preferred learning style of preservice teachers does carry through into their teaching philosophy. The percentage of inconclusive statements show that teachers will incorporate multiple learning styles to meet the diverse learning needs of their students. When the various learning styles of a class are met, it is suggested that the learning experience will be more effective and beneficial for the learners. Based on the findings of this study, we recommend implementing professional development sessions to help teachers blend their preferred learning style with the needs of their learners. Additionally, further research is needed to compare teachers’ actual practice with their teaching philosophies.  

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

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