Preservice Teachers’ Conceptualizations of Agricultural Mechanics

Whitehair, Rachael L.; Schramm, Kelsey Rae Sands; Wells, Trent; Hainline, Mark S.

doi:10.5032/jae.2020.03060

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…Meeting their prospective students' expectations emerged as the participants reflected on their previous experiences and pondered what they anticipated encountering in the field. Because of this, participants began to challenge themselves by gaining knowledge and skills with unfamiliar content, which was supported by Whitehair et al (2020) work.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Beyond laboratory spaces, the need for quality agricultural mechanics instruction in SBAE programs is essential because secondary coursework in the subject area has been popular for many years (Burris et al, 2005). Similarly, documenting outcomes ubiquitous to agricultural education majors regarding agricultural mechanics has been of great interest to those involved in SBAE teacher preparation (Blackburn et al, 2015;Burris et al, 2010;Byrd et al, 2015;Leiby et al, 2013;Saucier & McKim, 2011;Tummons et al, 2017;Whitehair et al, 2020;Wingenbach et al, 2007). To this point, such work has been critical to improving the preparation of teachers, especially when considering the findings reported by Smith et al (2019) that newly licensed SBAE teachers account for over 30% of new hires, and of license-eligible program completers, only about threequarters intend to teach.…”

Section: Introduction and Review Of Literaturementioning

confidence: 99%

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“A Challenge that I’m Willing to Take On:” The Self-Efficacy of Female Undergraduate Students in Agricultural Mechanics

Granberry,

Roberts,

Blackburn

2022

JAE

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This qualitative study sought to answer the question: How do female agricultural education undergraduates describe their self-efficacy to teach agricultural mechanics? In response, we conducted a case study of female agricultural education majors (n=5) who enrolled in an Introduction to Agricultural Mechanics course. After multiple rounds of coding, three themes emerged: (1) Conflicting Perceptions of Agricultural Mechanics, (2) Confronting Challenges, and (3) Building Experience. When viewed through the lens of Bandura’s theory of self-efficacy, we concluded that the female students used four sources of self-efficacy to inform their judgments about agricultural mechanics. Although the participants had mixed views on agricultural mechanics, their perceived challenges to effectively teach the content, such as a lack of knowledge and prescribed gender roles, served as obstacles they hoped to address through future coursework and experiences. The findings of this study aligned with similar research; however, notable differences were also evident regarding the attitudes, concerns, and emotions articulated by the participants. Based on these findings, we recommend that future students in the course receive supplemental vicarious experiences with women who teach agricultural mechanics in school-based agricultural education. Because the participants were earlier in their coursework than those in previous studies, we also recommend that research examine how the perceptions of agricultural mechanics changes over time for agricultural education undergraduates from diverse backgrounds, as well as theory-building efforts to distill the sources of self-efficacy for such students going forward.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introduction and Review Of Literaturementioning

confidence: 99%

“A Challenge that I’m Willing to Take On:” The Self-Efficacy of Female Undergraduate Students in Agricultural Mechanics

Granberry,

Roberts,

Blackburn

2022

JAE

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Developing Technical Agriculture Skills Through Laboratory Instruction in School-Based Agricultural Education

Wells,

Solomonson,

Hainline

2024

Emerging Research in Agricultural Teacher Education

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In the context of school-based agricultural education (SBAE), technical agriculture skill instruction frequently spans the full gamut of the agricultural industry. Specifically, agriculture teachers are tasked with providing students with technical skill instruction in numerous content areas, such as animal science, plant science, and agricultural mechanics. The teaching and learning of these skills are meant to expose students to various facets of agriculture and help advance their college and career readiness. Delivering technical agriculture skill instruction in school laboratories is a common component of SBAE programming. Due to the nature of this type of instruction, there are a range of factors that must be considered when using SBAE laboratories to facilitate technical agriculture skill development, such as laboratory management and teacher competence. This chapter will explore these concepts and their supporting literature more deeply. Further, this chapter will also identify current gaps in the scholarly literature and provide recommendations to SBAE scholars to consider.

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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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Preservice Teachers’ Conceptualizations of Agricultural Mechanics

Cited by 3 publications

References 22 publications

“A Challenge that I’m Willing to Take On:” The Self-Efficacy of Female Undergraduate Students in Agricultural Mechanics

“A Challenge that I’m Willing to Take On:” The Self-Efficacy of Female Undergraduate Students in Agricultural Mechanics

Developing Technical Agriculture Skills Through Laboratory Instruction in School-Based Agricultural Education

Agricultural Mechanics in SBAE Teacher Preparation

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