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Author: Margaret Lynn Martindale Publisher: ISBN: Category : Agricultural education Languages : en Pages : 212
Book Description
The purpose of this phenomenological study was to explore the lived experiences of agricultural education teachers at the high school level, seeking to understand agricultural education teachers' choice of profession, the events and activities that contribute to self-efficacy as well as longevity in the profession. A lack of sufficient qualified agricultural education teachers has been recognized at the national level as well as the state level in California. The following research questions guide this study: 1) What experiences led current agricultural education teachers to choose the profession? 2) What experiences during a teacher's tenure in agricultural education affect self-efficacy? 3) What experiences contribute to greater longevity in the agricultural education profession? The three guiding questions were explored through in-depth semi-structured interview, observations, and artifacts. Four major themes emerged from a triangulation of the data from semi-structured interviews, observations, and artifacts and are presented as findings: (a) passion was expressed through an on-going commitment; (b) priorities are the basis for longevity; (c) relationships contribute to efficacy, effectiveness, and longevity; and (d) building capacity in students strengthens ongoing relationships. Classroom teaching alone does not seem to entice or contribute to longevity of agricultural education teachers. Agricultural education programs reach far beyond the classroom including leadership development through the FFA, experiential learning with SAE projects, and working with the community members and leaders. Four recommendations for attracting, developing, and contributing to self-efficacy and longevity in agricultural education profession were identified through the trail of evidence presented in the findings and conclusions: (a) actively encourage students to become agriculture educators, (b) establish staged professional development, (c) create mentor programs that support the development of life balance skills, and (d) establish a state-wide effort to gather information on program impact.
Author: Margaret Lynn Martindale Publisher: ISBN: Category : Agricultural education Languages : en Pages : 212
Book Description
The purpose of this phenomenological study was to explore the lived experiences of agricultural education teachers at the high school level, seeking to understand agricultural education teachers' choice of profession, the events and activities that contribute to self-efficacy as well as longevity in the profession. A lack of sufficient qualified agricultural education teachers has been recognized at the national level as well as the state level in California. The following research questions guide this study: 1) What experiences led current agricultural education teachers to choose the profession? 2) What experiences during a teacher's tenure in agricultural education affect self-efficacy? 3) What experiences contribute to greater longevity in the agricultural education profession? The three guiding questions were explored through in-depth semi-structured interview, observations, and artifacts. Four major themes emerged from a triangulation of the data from semi-structured interviews, observations, and artifacts and are presented as findings: (a) passion was expressed through an on-going commitment; (b) priorities are the basis for longevity; (c) relationships contribute to efficacy, effectiveness, and longevity; and (d) building capacity in students strengthens ongoing relationships. Classroom teaching alone does not seem to entice or contribute to longevity of agricultural education teachers. Agricultural education programs reach far beyond the classroom including leadership development through the FFA, experiential learning with SAE projects, and working with the community members and leaders. Four recommendations for attracting, developing, and contributing to self-efficacy and longevity in agricultural education profession were identified through the trail of evidence presented in the findings and conclusions: (a) actively encourage students to become agriculture educators, (b) establish staged professional development, (c) create mentor programs that support the development of life balance skills, and (d) establish a state-wide effort to gather information on program impact.
Author: B. Allen Talbert Publisher: Purdue University Press ISBN: 1612497535 Category : Technology & Engineering Languages : en Pages : 669
Book Description
Foundations of Agricultural Education, Fourth Edition is designed for college students in agricultural education and others interested in agricultural education as fundamental preparation for the profession. Teachers of agricultural education and those in support roles will find this book to be a helpful resource. This fourth edition is updated to reflect current educational theory and practices, and includes changed laws and initiatives since the third edition. This updated textbook is appropriate for both introductory and advanced courses. Each chapter begins with a scenario designed to engage the learner in thinking about the content of that chapter and draws from relevant research and literature. Photos, illustrations, and tables provide greater context to key concepts, and every chapter concludes with questions for review and discussion, as well as additional activities designed to guide the learner into further exploration. Foundations of Agricultural Education, Fourth Edition is an engaging, immersive guide that will help prepare the next generation of agricultural educators.
Author: Barrick, R. Kirby Publisher: IGI Global ISBN: Category : Education Languages : en Pages : 446
Book Description
Struggling to navigate the complex landscape of agricultural teacher education, scholars face a daunting challenge: the need for a comprehensive research synthesis tailored to their specific needs. While valuable, existing resources often need to provide the focused guidance required to address this discipline's myriad issues. This gap leaves scholars needing a clear roadmap for advancing agricultural teacher education, hindering progress and innovation in the field. Emerging Research in Agricultural Teacher Education revolutionizes the field of education through agricultural research. Offering a comprehensive synthesis of current research and proposing crucial areas for future investigation, this book serves as the definitive solution to the challenges plaguing scholars in the field. Consolidating decades of research and expertise into a single accessible volume, it provides scholars with the tools they need to navigate the complexities of agricultural teacher education with confidence and clarity.
Author: California. Department of Education. Committee on Agricultural Education in the California State Colleges Publisher: ISBN: Category : Agricultural education Languages : en Pages :
Author: Margaret Lynn Martindale
Author: Margaret Lynn Martindale
Author: California. Bureau of Agricultural Education
Author: B. Allen Talbert
Author: Ralph Newton Brown
Author: Henry Marvin Skidmore
Author: Ashenafi Tadesse
Author: Paul E. Hemp
Author: California. Legislature. Senate. Committee on Agriculture
Author: Barrick, R. Kirby
Author: California. Department of Education. Committee on Agricultural Education in the California State Colleges