Purposes, Activities, and Documentation of Early Field Experience in Agricultural Teacher Education: A National Delphi Study

Smalley, Scott W.; Retallick, Michael S.

doi:10.5032/jae.2011.03100

Cited by 13 publications

(4 citation statements)

References 14 publications

(19 reference statements)

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“…This is consistent with and validates the findings of Smalley and Retallick's (2011) national Delphi study.…”

Section: Conclusion/recommendations/implicationssupporting

confidence: 80%

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

Smalley¹

2012

JAE

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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.

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“…This is consistent with and validates the findings of Smalley and Retallick's (2011) national Delphi study.…”

Section: Conclusion/recommendations/implicationssupporting

confidence: 80%

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

Smalley¹

2012

JAE

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“…Data from rounds two and three were analyzed with descriptive statistics using Microsoft Excel. Ordinal data collected with summated scales in the second round were treated as interval data and reported as means and standard deviations for clarification purposes which followed the precedent of previous studies using Delphi methods (Smalley & Retallick, 2011;Trexler et al, 2006). Nominal data collected in the third round were reported with frequency and percentages (Delp et al, 1977).…”

Section: Discussionmentioning

confidence: 99%

Characteristics of Enthusiastic and Growing School-Based Agricultural Education Teachers: A Delphi Approach

Easterly¹,

Meyers²

2017

JAE

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The most optimal way to prepare teachers is a source of debate and inquiry. The common view held in school-based agricultural education is to use professional development to augment what teachers learned in their teacher preparation program. This has been typically implemented through induction support and generic professional development. Fessler and Christensen (1992) described a teacher career cycle that highlights the need to differentiate professional development for teachers beyond the induction stage. Teachers in the Enthusiastic and Growing stage are described as having a high level of competence, but continue to grow as professionals. The purpose of this study was to determine the characteristics of Enthusiastic and Growing school-based agriculture education teachers in order to inform professional development practice. A panel of 105 Enthusiastic and Growing teachers were selected to serve on a Delphi panel and asked to identify the characteristics of an expert agriculture teacher. Twenty-seven responses were agreed upon by the panel. Some characteristics were congruent with the existing descriptions of Enthusiastic and Growing teachers, while some descriptions were unique to school-based agricultural education. Based on these findings, professional development should be implemented using a systems approach to promote these characteristics in teachers.

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“…Teachers' demographic profiles may remain nearly the same while the number of learners from different cultural contexts constantly increases; and, including intercultural competency in teacher training programs may be suggested to overcome this dilemma in such contexts (Chval and Chávez, 2012;Cushner, McClelland and Safford, 2009;Kasmer and Billings, 2017). Also, field experiences at the beginning of teacher training programs, designing international education programs, providing teacher candidates with studying abroad opportunities, and implementation of standardized documents such as the Common European Framework of Reference for Languages (CEFR) and the European Portfolio for Student Teachers of Languages (EPOSTL) in teacher training programs can be sequenced among effective approaches to enhance intercultural competence of both teachers and teacher candidates (Mewborn, 2000;Mirici, 2015;Ries, Cabrera and Carriedo, 2016;Smalley and Retallick, 2011;Şentürk and Mirici, 2019;Yüce, 2019).…”

Section: Teachers In Intercultural/multicultural Education Contextsmentioning

confidence: 99%

Problems Experienced in Classrooms with Students from Different Cultures

Sarı

Yüce

2020

ERIES Journal

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This study aimed at revealing the problems experienced by primary school teachers in classroom contexts which involve different cultures (Turkish, Iranian, Afghan, and Syrian). Phenomenology design was adopted in the study. The study group was defined through criterion sampling approach. Teachers serving at classrooms involving different cultures and teachers having different professional seniority were included in the study. Nine primary school teachers in total were interviewed, and the data were collected through open ended semi-structured interview questions. The data were analyzed through content analysis. After analysis of the data, the problems experienced by primary school teachers were gathered under three categories as; 1) problems experienced by themselves as teachers, 2) problems experienced in terms of students, and 3) problems experienced in terms of parents.

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Purposes, Activities, and Documentation of Early Field Experience in Agricultural Teacher Education: A National Delphi Study

Cited by 13 publications

References 14 publications

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

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

Characteristics of Enthusiastic and Growing School-Based Agricultural Education Teachers: A Delphi Approach

Problems Experienced in Classrooms with Students from Different Cultures

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