Using Inquiry to Develop Agricultural Education Preservice Teachers’ Disciplinary Literacy Pedagogy

2019 ◽  
Vol 60 (4) ◽  
Author(s):  
Stephanie Lemley ◽  
Steven Hart
Keyword(s):  
Preservice Teachers ◽  
Agricultural Education ◽  
Disciplinary Literacy ◽  
Literacy Pedagogy

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.

Examining Preservice Teachers’ Perceptions of Planning for Culturally Relevant Disciplinary Literacy

2020 ◽  
pp. 002248712091385
Author(s):  
Jamie Colwell ◽  
Kristen Gregory ◽  
Valerie Taylor
Keyword(s):  
Preservice Teachers ◽  
Culturally Relevant ◽  
Disciplinary Literacy ◽  
English History ◽  
Critical Thought ◽  
Teachers Perceptions ◽  
Secondary Literacy ◽  
Multiple Case ◽  
Literacy Course ◽  
Socially Relevant

This qualitative multiple case study examined four preservice teachers’ planning and perceptions of planning for culturally and socially relevant disciplinary literacy instruction in secondary disciplines. Four disciplines were represented: art, English, history, and physical education (P.E.)/health. This research sought to understand how a secondary literacy course and its requirements, with a particular focus on culturally relevant disciplinary literacy (CRDL) instruction. Particularities of the four disciplines of study represented were also considered to inform crosscontent literacy coursework. Findings indicated preservice teachers (PSTs) recognized potential of CRDL to engage students in critical thought. However, core disciplines (English and history) had varying viewpoints of the reality of such instruction compared with noncore disciplines (art and P.E./health), and all PSTs struggled to perceive CRDL as a primarily student-focused approach to instruction.

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 Transforming Teaching and Learning Through Critical Media Literacy Pedagogy

2013 ◽  
Vol 6 (2) ◽  
pp. 109-124 ◽  
Author(s):  
Antero Garcia ◽  
Robyn Seglem ◽  
Jeff Share
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Participatory Culture ◽  
Power Structures ◽  
Critical Media Literacy ◽  
Critical Media ◽  
Literacy Pedagogy ◽  
School Youth

This article provides a framework and examples for critical media literacy pedagogy. More than simply guiding how students read and interpret the texts they encounter, critical media literacy pedagogy pushes to illuminate the underlying power structures that are a part of every media text. Throughout this article, examples from working with high school youth and preservice teachers are provided. In recognizing recent shifts in media production as a result of participatory culture, this article focuses on how youth-created media products are an integral part of a 21st century critical media literacy pedagogy.

scholarly journals Narratives of “Dynamic Movement” in Disciplinary Literacy

2012 ◽  
Vol 14 (3) ◽  
pp. 46
Author(s):  
Paula Moffat
Keyword(s):  
Science Teacher ◽  
Narrative Inquiry ◽  
Scientific Literacy ◽  
Writing Skills ◽  
Structured Interview ◽  
Disciplinary Literacy ◽  
Collaborative Approach ◽  
Dynamic Movement ◽  
Similarities And Differences ◽  
Literacy Pedagogy

Through a narrative inquiry involving a semi-structured interview and autobiographical reflection, the author explores the similarities and differences in literacy pedagogy between a literacy leader and a science teacher. Disciplinary literacy provides an opportunity for both teachers to better understand scientific literacy, and their different perspectives contribute to a rich conversation. Themes of similarities which emerge include embracing multiliteracies, investigation, a critical stance, and wonder Themes of differences include separating writing skills from form and confidence with numeracy and statistics. A collaborative approach to the implementation of disciplinary literacy and to further research is recommended.

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.

Moving Beyond the Textbook to Reframe Disciplinary Literacy Using Text Sets

2021 ◽  
pp. 545-565
Author(s):  
Marie A. LeJeune ◽  
Melanie Landon-Hays
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Young Adult ◽  
Young Adult Literature ◽  
Children’S Literature ◽  
Disciplinary Literacy ◽  
Content Area ◽  
Literature Instruction ◽  
Pedagogical Tools ◽  
Multimodal Texts

This chapter details the authors' rationale for encouraging a hybrid content-area/disciplinary literacy approach to embracing diverse literature, especially youth-oriented literature such as children's literature, young adult literature, and multimodal texts. A synthesis of research in the areas of disciplinary literacy and literature instruction is provided as well as a recommended framework for selecting diverse literature within disciplinary classrooms. Several pedagogical tools are featured where preservice teachers have opportunities to explore, practice with, apply, and design their own disciplinary assignments centered in diverse literature and disciplinary texts. Examples and perspectives from preservice teachers are shared.

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