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Author: Michael Steven Retallick Publisher: ISBN: Category : Languages : en Pages : 226
Book Description
The primary purpose of this dissertation was to describe the nature of early field experience (EFE) in agricultural teacher education programs nationally. The dissertation was divided into three papers. The first paper was a descriptive census study of all active agricultural teacher education programs (N=82). The results of the study provide a general profile of EFE in agricultural teacher education. EFE is a required component of teacher education and offered multiples times. The requirements include completing the experience within agricultural education, a minimum number of contact hours, and minimum number of lessons planned and taught. Placement restrictions and minimum qualifications for cooperating teachers are reported. Many of the similarities among EFE requirements seem to end at broad categorical levels. Most programs report having requirements; however, the means by which each program completes the requirements vary. The second paper described the implementation of EFE. A content analysis of documents (syllabi, handbooks, and forms) from 38 agricultural teacher education programs identified a lack of integration of theory and practice. EFE seemed to focus more on procedural activities and less on the development of critical thinking and reflection. The documents show that few programs define or articulate the intended interaction expected of those involved in the EFE. The third paper presents the Structure and Content of EFE Model, which consists of three primary components (foundation, organization, and implementation). The foundation for EFE is teacher education standards and conceptual framework. The organization of EFE consists of type of experiences, placement, and creation of EFE documents. The implementation addresses participant interaction, learning outcomes, and learning strategies. The model will be useful to teacher education as a framework for the development, reorganization, and evaluation of EFE programs.
Author: Michael Steven Retallick Publisher: ISBN: Category : Languages : en Pages : 226
Book Description
The primary purpose of this dissertation was to describe the nature of early field experience (EFE) in agricultural teacher education programs nationally. The dissertation was divided into three papers. The first paper was a descriptive census study of all active agricultural teacher education programs (N=82). The results of the study provide a general profile of EFE in agricultural teacher education. EFE is a required component of teacher education and offered multiples times. The requirements include completing the experience within agricultural education, a minimum number of contact hours, and minimum number of lessons planned and taught. Placement restrictions and minimum qualifications for cooperating teachers are reported. Many of the similarities among EFE requirements seem to end at broad categorical levels. Most programs report having requirements; however, the means by which each program completes the requirements vary. The second paper described the implementation of EFE. A content analysis of documents (syllabi, handbooks, and forms) from 38 agricultural teacher education programs identified a lack of integration of theory and practice. EFE seemed to focus more on procedural activities and less on the development of critical thinking and reflection. The documents show that few programs define or articulate the intended interaction expected of those involved in the EFE. The third paper presents the Structure and Content of EFE Model, which consists of three primary components (foundation, organization, and implementation). The foundation for EFE is teacher education standards and conceptual framework. The organization of EFE consists of type of experiences, placement, and creation of EFE documents. The implementation addresses participant interaction, learning outcomes, and learning strategies. The model will be useful to teacher education as a framework for the development, reorganization, and evaluation of EFE programs.
Author: Thoron, Andrew C. Publisher: IGI Global ISBN: 1668434229 Category : Education Languages : en Pages : 381
Book Description
The preparation of school-based agriculture teachers has been a part of public education for over 100 years. However, there is a lack of texts available that address the components of teacher education in agriculture including teacher preparation and related activities. Further study that goes beyond concepts to include practice and applications is required in order to further develop educators in this sector. Preparing Agriculture and Agriscience Educators for the Classroom provides an up-to-date consideration of the best practices for developing and enhancing a complete teacher preparation program and highlights and showcases concepts and applications. It is a mainstay for teacher education and teacher preparation in agriculture and is applicable anywhere in the world where teaching agriculture exists. Covering a range of topics such as field experiences and student learning, this reference work is ideal for researchers, scholars, practitioners, academicians, administrators, instructors, and students.
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: Lockie Renee Breeding Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to describe experiences National Association of Agricultural Educators Outstanding Young Member award winners would have liked to have had prior to becoming an agriculture teacher. A modified Delphi method was implemented to collect data utilizing three rounds of researcher-developed questionnaires. Round one included open-ended and demographic-type questions. Rounds two and three were constructed using panelists' answers from previous rounds and included Likert-type, five-point rating scales. Items failing to reach consensus of agreement, established a priori, after round three were not included in the final compiled list of experiences. Data were analyzed for means, frequencies, and percentages. The panel of experts included the Outstanding Young Member award winners (N = 29) from 2010-2014. Response rates for rounds one, two, and three were 79.3% (n = 23), 79.3% (n = 23), and 75.9% (n = 22) respectively. This study focused on three main questions: 1) Which aspects of teaching agriculture were the panelists most prepared for by their teacher preparation program? 2) Which aspects were they least prepared for? 3) What experiences would these panelists have liked to have had prior to becoming an agriculture teacher? The major findings of this study revealed multiple aspects of teaching agriculture that panelists were adequately prepared for by their teacher preparation programs including teaching animal science, teaching FFA, classroom instruction, and developing curriculum, yet there were aspects that panelists agreed they were not prepared for including planning for retirement and work-life balance. Additionally, the panelists agreed upon multiple experiences they would have liked to have had prior to becoming an agriculture teacher. These included work-life balance, working with the community, time management strategies, and greenhouse operations. The findings of this study may serve as suggestions for topics to be covered by teacher in-service workshops and throughout teacher preparation programs. Teacher preparation and in-service should focus on planning for retirement and work-life balance. Other additions to curriculum may include greenhouse operations and time management strategies. Finally, it is suggested that teacher preparation programs perform a needs assessment of their students to determine strengths and weaknesses for each program. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155202
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: Michael Steven Retallick
Author: Michael Steven Retallick
Author: Ohio State University. Department of Agricultural Education
Author: Thoron, Andrew C.
Author: Jacqueline Pauline Deeds
Author: Barrick, R. Kirby
Author: Lockie Renee Breeding
Author: B. Allen Talbert
Author: Ohio Agricultural Education Curriculum Materials Service
Author: 
Author: Garland Armor Bricker