Identifying Challenges Pre-service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching

Wells, Trent; Hainline, Mark S.; Smalley, Scott W.

doi:10.5032/jae.2019.03128

Cited by 5 publications

(5 citation statements)

References 25 publications

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“…The challenges these teachers expressed (e.g., students' reluctance to engage, cost of materials, etc.) were consistent with other studies that focused on the use of CASE in SBAE settings (Lambert et al, 2014;Wells et al, 2019). Particular to the CASE MSA curriculum, however, the tailoring of the small gas engines unit was so particular that teachers who did not have the small gas engines originally used in the CASE MSA curriculum materials were forced to augment their curricula and adjust the depth of the CASE MSA experience for their students.…”

Section: Conclusion Discussion and Recommendationssupporting

confidence: 83%

School-based Agricultural Education Teachers’ Experiences During a Year-long Field Test of the CASE Mechanical Systems in Agriculture (MSA) Curriculum

Wells,

Hainline,

Smalley

et al. 2021

JAE

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Science, technology, engineering, and mathematics (STEM) applications have become increasingly more commonplace in school-based agricultural education (SBAE) settings in the past few decades. In recent years, Curriculum for Agricultural Science Education (CASE) programming has provided a practical outlet for STEM-focused, inquiry-based teaching and learning activities. The CASE Mechanical Systems in Agriculture (MSA) course was recently field-tested nationally with several SBAE teachers. Framed within Rogers' (2003) diffusion of innovations theory, we sought to study six teachers' experiences when implementing the CASE MSA curriculum throughout the 2018-2019 academic year. Using qualitative research methods, we conducted multiple one-on-one interviews with each SBAE teacher at different parts of their respective academic years. Data were coded in accordance with Merriam's (2009) recommendations. Four dominant themes emerged: (1) the journey toward innovation; (2) learning as you go; (3) logistical and implementation challenges; and (4) students' needs and preferences. Several prominent sub-themes emerged as well. Our findings highlight that although challenges existed, the CASE MSA curriculum was suitable for enhancing the rigor and relevance of these teachers' agricultural mechanics curricula. We recommend CASE MSA curriculum stakeholders collaborate to continuously improve its design and flexibility.

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Section: Conclusion Discussion and Recommendationssupporting

confidence: 83%

School-based Agricultural Education Teachers’ Experiences During a Year-long Field Test of the CASE Mechanical Systems in Agriculture (MSA) Curriculum

Wells,

Hainline,

Smalley

et al. 2021

JAE

View full text Add to dashboard Cite

show abstract

“…Another review of the literature showed that dominant problems of pre-service teachers are on the learning environment, cooperating teachers, peers, students, assigned tasks [8], [9], lack of school engagement [5], language barrier [10], and resources [7]. Such difficulties in various aspects of field observation may block the enhancement of field experiences like practicum.…”

Section: Difficulties Of Pre-service Teachersmentioning

confidence: 99%

Difficulties Encountered by Pre-service Teachers: Basis of a Pre-service Training Program

Napanoy¹,

Gayagay²,

Tuazon³

2021

ujer

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Pre-service teachers are of great importance today as they will become the next teachers to hone, mold, and instill the minds, hearts and skills of the children for greater use. It is very crucial to help these pre-service teachers by knowing their difficulties and how we are going to be of help. This study aimed to determine and discuss the extent of difficulties encountered by the pre-service teachers in one state college in Northern Philippines. Furthermore, this also determined the degree of acceptability of the identified probable strategies that can be applied to address such difficulties. This study utilized an explanatory sequential mixed methods research design. Using an explanatory sequential design involves the two-phased process -collecting and analyzing quantitative data first followed by collecting qualitative data to expound the quantitative findings. The data from the questionnaire and interviews were gathered from 79 graduating pre-service teachers. The findings reveal that the pre-service teachers encounter slight difficulties in the seven support areas; administrative support, cooperating teachers, student supervisors, peers, students, related tasks, and learning environment. The findings also showed that problems encountered by pre-service teachers vary from each field of specialization. Further, the findings show that the identified strategies are moderately acceptable to be used to address the difficulties of pre-service teachers. As highlighted from the interview; individual differences among students, supervisors, and peers, lack of facilities, and lack of preparation and training are some of the key reasons affecting the difficulties encountered by pre-service teachers.

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“…This study addresses Research Priority Area Five: Efficient and effective agricultural education programs within the American Association for Agricultural Education's National Research Agenda (Roberts et al, 2016). Researchers have conducted several studies on CASE, including the challenges of preservice implementation (Wells et al, 2019), student development of critical thinking, task value, autonomy, and science lab self-efficacy (Velez et al, 2015), science teaching efficacy (Ulmer et al, 2013), teachers' intentions to integrate science into agriculture classrooms (Pauley et al, 2019). However, limited research has been done on preservice teachers attending CASE institutes or what skills are gained through CASE professional development.…”

Section: Purpose and Objectivesmentioning

confidence: 99%

Exploring Content, Pedagogy, and Literacy Strategies among Preservice Teachers in CASE Institutes

Tummons¹,

Hasselquist²,

Smalley³

2020

JAE

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Educational leaders implement professional development activities to facilitate teacher learning and growth. Each summer, scores of secondary agriculture teachers attend Curriculum for Agricultural Science Education (CASE) institutes as a form of professional development. Recently, teacher preparation programs have begun offering CASE institutes for preservice teachers. This study explored the lived experiences of preservice teachers in two CASE institutes. Three central themes emerged from the data: 1) preservice participants wrestled with adoption of inquiry teaching strategies as a teaching method, 2) contextualized literacy in the agriculture classroom helped preservice participants understand their role as a teacher of literacy, and 3) participant content knowledge growth was intertwined with self-growth in formative assessment, classroom management/grouping, and literacy strategies. The findings were presented through vignettes to provide a thick, rich description of the case. Recommendations include offering modified CASE institutes for preservice teachers, use of lead teachers who are familiar with the developmental challenges of preservice teachers, and monitoring participant content knowledge to facilitate growth in pedagogical content knowledge.

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Identifying Challenges Pre-service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching

Cited by 5 publications

References 25 publications

School-based Agricultural Education Teachers’ Experiences During a Year-long Field Test of the CASE Mechanical Systems in Agriculture (MSA) Curriculum

School-based Agricultural Education Teachers’ Experiences During a Year-long Field Test of the CASE Mechanical Systems in Agriculture (MSA) Curriculum

Difficulties Encountered by Pre-service Teachers: Basis of a Pre-service Training Program

Exploring Content, Pedagogy, and Literacy Strategies among Preservice Teachers in CASE Institutes

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