Lessons Learned: Describing the Preservice Preparation Experiences of Early-Career Award-Winning Agricultural Educators

Breeding, Lockie; Rayfield, John; Smith, Kasee L.

doi:10.5032/jae.2018.01086

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…Similar to a plethora of previous agricultural education Delphi studies (Breeding, Rayfield, & Smith, 2018;Easterly & Myers, 2017;Lundry, Ramsey, Edwards, & Robinson, 2015;Touchstone, 2015), the three-round Delphi technique was used. A total of three Delphi instruments were used to collect data, one for each round.…”

Section: Data Collectionmentioning

confidence: 99%

Identifying the Agricultural Mechanics Knowledge and Skills Needed by Iowa School-based Agricultural Education Teachers

Hainline¹,

Wells²

2019

JAE

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A historical portion of many school-based agricultural education (SBAE) programs, agricultural mechanics remains popular in schools across the nation. As such, pre-service and in-service teachers should be prepared to effectively deliver agricultural mechanics instruction (Burris, Robinson, & Terry, 2005). Agricultural education researchers Pate, Warnick, & Meyers, 2012) have identified many laboratory management competencies and welding skills that teachers should have; however, few knowledge and skill areas in other components of agricultural mechanics (e.g., woodworking, electricity, etc.) have been identified. Through the lens of Roberts and Ball's (2009) content-based model for teaching agriculture, we used the Delphi technique to identify the agricultural mechanics knowledge and skills that Iowa SBAE teachers should possess to provide quality instruction. A panel of 10 expert Iowa SBAE teachers provided the data for the present study. After three rounds, a total of 85 items reached consensus, which included 35 technical skills (e.g., plasma cutting, etc.) and 49 "teacher skills"/laboratory management skills (e.g., ordering consumables). We concluded that SBAE stakeholders in Iowa should ensure that teachers are prepared to teach agricultural mechanics via coursework and professional development opportunities. We recommend that this study be replicated in other states.

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Section: Data Collectionmentioning

confidence: 99%

Identifying the Agricultural Mechanics Knowledge and Skills Needed by Iowa School-based Agricultural Education Teachers

Hainline¹,

Wells²

2019

JAE

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Competency Framework of Agriculture Educators Vocational College: Measurement Model Using Partial Least Square-Structural Equation Modeling

Abdul-Raof¹,

Hatib²

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">Competent instructors need to have the skills, abilities, and competencies to perform tasks effectively, which will affect student learning achievement. This study is guided by the theory of Boyatzis developed by Spencer and Spencer. The Iceberg Competency Model was used as a guideline to identify the competency elements of educators from the agricultural stream in vocational colleges (KV). This research study aims to explore and identify the existing competency elements of agricultural educators in KV. This study used a study population comprising 243 respondents of agricultural educators in KV. To answer the research question, the data analysis was done by Partial Least Squares - Structural Equation Modeling (PLS-SEM). This study is a study built to observe the relationship between the latent constructs studied. These constructs consisted of exogenous and endogenous constructs. In this study, exogenous constructs comprised value constructs, social roles, self-image, motives, traits and constraints. At the same time, endogenous constructs involved constructs of skills and knowledge. To ensure that the construct of this study gives meaning to the reflective measurement model, it was evaluated based on internal consistency reliability and validity. Regarding the framework, some indicators that did not qualify were dropped based on factor loading and average variance extracted (AVE). From the analysis conducted, 16 indicators were dropped since they did not meet PLS-SEM requirements. The total number of items retained was 71 indicators. At the final stage of this study, the evaluation model was implemented to form a framework involving the evaluation of the constructs linked to each other.</p>

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Agricultural Mechanics in SBAE Teacher Preparation

Byrd,

Edgar,

Granberry

et al. 2024

Emerging Research in Agricultural Teacher Education

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Agricultural mechanics has been a mainstay and a highly sought-after content area in school-based agricultural education (SBAE) programs across the nation because it allows the opportunity for students to receive hands-on instruction. Agricultural education teachers are tasked with knowing a plethora of agricultural content, but the area that concerns the most teachers is agricultural mechanics. It can be daunting for a pre-service teacher to learn how to operate numerous machines and hold diversified skills in laboratories before being able to teach secondary students how to use them safely. Another substantial concern is maintaining student safety, and teachers may not feel confident in their ability to teach agricultural mechanics content while providing a safe environment. Research has shown a need for improving agricultural mechanics instruction for pre-service teachers and professional development for in-service SBAE teachers to help increase teacher competence and self-efficacy to teach agricultural mechanics.

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Lessons Learned: Describing the Preservice Preparation Experiences of Early-Career Award-Winning Agricultural Educators

Cited by 3 publications

References 25 publications

Identifying the Agricultural Mechanics Knowledge and Skills Needed by Iowa School-based Agricultural Education Teachers

Identifying the Agricultural Mechanics Knowledge and Skills Needed by Iowa School-based Agricultural Education Teachers

Competency Framework of Agriculture Educators Vocational College: Measurement Model Using Partial Least Square-Structural Equation Modeling

Agricultural Mechanics in SBAE Teacher Preparation

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