Agricultural Education Early Field Experience Through the Lens of the EFE Model

Abstract

The purpose of this national study was to describe agricultural teacher education early field experience (EFE) practices using the EFE model. The population for this study was all agricultural education teacher preparation programs (N = 83) listed in the AAAE Directory of University Faculty in Agricultural Education. Data were collected via an online survey sent to a single point of contact (i.e., the agricultural teacher education coordinator) at each institution. For this study, EFE was defined as all field experiences that occur prior to student teaching; the experiences could be offered within or outside of the agricultural education curriculum. Programs required a minimum number of contact hours and a minimum number of lessons to be taught while in the field. The most common forms of assessment were the university supervisor's review of documents, cooperating teacher signatures, reflective writing, and student journaling. This study has implications for agricultural teacher education programs that are planning to evaluate or revamp their current EFE programs. Developing consistency across programs will provide a better experience for all students involved in agricultural education EFE.

Early Field Experience Course Students’ Perceptions of School-based Agricultural Education Laboratory Environments

“…Further, we recommend agricultural teacher preparation programs should ensure EFEs are providing adequate exposure to topics prevalent within modern SBAE programs. As EFEs are designed to be impactful experiences that can help to guide preservice teachers' career directions (Myers & Dyer, 2004;Retallick & Miller, 2007;Smalley & Retallick, 2012), supervising teacher education faculty and EFE coordinators should work to ensure the experiences are of adequate quality and will expose preservice teachers to the complexities of modern SBAE programs.…”

“…McIntyre (1983) noted the benefits for preservice teachers included: 1) learning quickly if they enjoy working with students; 2) an experienced teacher can gauge a preservice teacher's potential success as an future educator; 3) the opportunity to begin honing their teaching skills; 4) developing an understanding of a classroom environment; 5) the improvement of communication skills; and 6) the beginning of the transition from being a student to becoming a teacher. A great emphasis has been placed on the importance of EFE (Retallick & Miller, 2007;Smalley & Retallick, 2012). Myers and Dyer (2004) highlighted that experiences such as EFEs assist preservice teachers in deciding their futures.…”

“…Baker et al (2017) noted EFEs can provide numerous, excellent opportunities to challenge preservice teachers' preconceived notions about topics related to SBAE (e.g., teaching and learning in laboratory environments, etc.). Smalley and Retallick (2012) suggested retention and recruitment of teachers could be improved with exploratory EFEs. A study conducted by Retallick and Miller (2007) focused on EFEs and concluded a requirement should be identified for an experience including a minimum number of EFE contact hours and number of lessons that should be planned and taught during the experience.…”

“…A study conducted by Retallick and Miller (2007) focused on EFEs and concluded a requirement should be identified for an experience including a minimum number of EFE contact hours and number of lessons that should be planned and taught during the experience. Providing a quality experience is important for a preservice teacher to achieve a more desirable level of preparation for entry into the profession (Baker et al, 2017;Rank & Smalley, 2017;Smalley & Retallick, 2012). Laboratory environments represent a considerable portion of many SBAE programs (Shoulders & Myers, 2012); thus, it is expected preservice teachers be wellprepared to engage in laboratory-based instruction (Phipps et al, 2008;Shultz, Anderson, Shultz, & Paulsen, 2014).…”

Students' Perceptions of School-Based Agricultural Education Through an Initial Early Field Experience

“…Oftentimes, EFE provides a preservice teacher with the first opportunity to experience a real classroom from a teacher's perspective, and to immerse themselves into a classroom setting. Recent research has shown that EFEs are a vital part of teacher preparation programs that occurs prior to the student teaching experience (Guyton & Byrd, 2000;Retallick & Miller, 2007a;Smalley & Retallick, 2012). An EFE provides a preservice teacher a beginning in their career development (Knowles & Cole, 1996).…”