Identifying Agriscience Teachers’ Instructional Practice Professional Development Needs by Certification Type

Abstract

A nationwide teacher shortage is evident in the United States. Due to the teacher shortage, those with alternative teaching certifications are being utilized to fulfill the teacher shortfall. Current literature indicates diverse needs between traditionally and alternatively certified agriscience teachers. Further examination of the needs of traditionally and alternatively certified agriscience teachers is a necessary step toward providing support that could lead to less teacher attrition. The purpose of this study was to describe the self-perceived, professional development needs of agriscience teachers in Florida based upon their initial certification type. All three types of certified agriscience teachers reported determining content to be taught in specific courses and assessing student learning in the classroom and laboratory among their highest needs. However, alternatively certified agriscience teachers indicated a greater need in every selected competency of instructional practices. It is recommended agricultural education departments and others who are interested in agriscience teacher professional development consider teacher certification types when implementing professional development workshops. Future research should include the examination of the five additional needs areas determined by the researchers.

The Best of Both Worlds: Exploring the Experiences of Alternatively Certified Agriculture Teachers

“…When and why did they decide to teach agriculture? The answers to these questions will provide empirical evidence to broaden our understanding of this diverse population of agriculture teachers, in addition to the literature on teacher efficacy and professional development needs (Coleman et al, 2020;Roberts & Dyer, 2004;Rocca & Washburn, 2006;Stair et al, 2019;Swafford & Friedel, 2010). In our study and one by Robinson (2010), school administrators recruited and willingly hired participants without traditional teacher preparation in agriculture.…”

“…Previous studies on alternative certification in school-based agricultural education centered on how to provide support, mainly via questionnaires on teacher self-efficacy and professional development needs (Coleman et al, 2020;Roberts & Dyer, 2004;Robinson & Edwards, 2012;Rocca & Washburn, 2006;Stair et al, 2019;Swafford & Friedel, 2010). These studies comparing traditionally and alternatively certified agriculture teachers provide inconclusive findings.…”