Students' Perceptions of School-Based Agricultural Education Through an Initial Early Field Experience

Abstract

The purpose of this study was to identify the perception of students enrolled in an initial early field experience (EFE) in relation to the components of the agricultural education model. The students enrolled in the initial field experience were freshmen and sophomore students. The initial field experience course consisted of four face-to-face class meetings and a 12-hour initial field experience observation. Students' photographed their perceptions of each component in the agricultural education model (classroom, SAE, FFA). The coding of reflective captions led to themes in three areas of the agricultural education model: (a) classroom themes were active learning, collaboration and facilities, (b) FFA themes were activities and opportunities, and (c) SAE themes were school based projects, awards/degrees, and the smallest circle. Overall, the EFE students used their photographs and descriptions to describe the learner-centered nature of the program. The EFE students described how the three components of the agricultural education model worked together to help school-based agricultural education (SBAE) students gain knowledge and experience. It is recommended that teacher educators incorporate photovoice in EFE programs to facilitate discussion of the initial perceptions of students.

Early Field Experience Course Students’ Perceptions of School-based Agricultural Education Laboratory Environments

“…The growing complexity of agricultural education programs, in both school-based and teacher preparation settings, dictates future practitioners (i.e., inservice teachers) will continue to have many needs related to knowledge and skill development (Thoron et al, 2016). Current preservice teachers must be adequately prepared through a variety of experiences (Baker et al, 2017;Rank & Smalley, 2017;Whittington, 2005), including EFEs (Retallick & Miller, 2007). The need for quality teacher preparation programs in which effective experiences in agricultural education settings are provided exists; moreover, the need for well-rounded, well-informed, competent individuals who can effectively lead modern SBAE programs exists is great (Thoron et al, 2016).…”

“…As SBAE laboratories provide numerous outlets for high-quality learning that can be experientially-based (Phipps et al, 2008;Talbert et al, 2014), teachers should be well-versed in the laboratory environment's potential utility, in the context of teaching and learning, in a modern SBAE program (Phipps et al, 2008). The use of the experiential learning process in teacher education (i.e., an early field experience [EFE] course) could be beneficial to the process of preservice teacher preparation (Baker, Culbertson, Robinson, & Ramsey, 2017;Rank & Smalley, 2017;Retallick & Miller, 2007), especially when considering their potential utility for shaping perceptions about a subject (i.e., laboratory environments in SBAE programs).…”

“…A study conducted by Retallick and Miller (2007) focused on EFEs and concluded a requirement should be identified for an experience including a minimum number of EFE contact hours and number of lessons that should be planned and taught during the experience. Providing a quality experience is important for a preservice teacher to achieve a more desirable level of preparation for entry into the profession (Baker et al, 2017;Rank & Smalley, 2017;Smalley & Retallick, 2012). Laboratory environments represent a considerable portion of many SBAE programs (Shoulders & Myers, 2012); thus, it is expected preservice teachers be wellprepared to engage in laboratory-based instruction (Phipps et al, 2008;Shultz, Anderson, Shultz, & Paulsen, 2014).…”

“…As such, it could be surmised that preservice teachers (i.e., EFE students) exhibit these characteristics as well. Rank and Smalley (2017) noted preservice teachers enrolled in agricultural teacher preparation programs may not necessarily share experiences in all aspects of the modern SBAE model (i.e., classroom and laboratory instruction, FFA, and Supervised Agricultural Experiences [SAEs] [National FFA Organization, 2015]). In the context of the present study, we postulated that perhaps not all preservice teachers received the opportunity to engage in the diversity of laboratory environments included within modern SBAE programs (e.g., agricultural mechanics, greenhouses, livestock, apiaries, etc.).…”

“…In the context of the present study, we postulated that perhaps not all preservice teachers received the opportunity to engage in the diversity of laboratory environments included within modern SBAE programs (e.g., agricultural mechanics, greenhouses, livestock, apiaries, etc.). Moreover, some preservice teachers may have never been exposed to an SBAE program at all in their past experiences, as noted by Rank and Smalley (2017). It is imperative preservice teachers be well-versed, and well-prepared, in all facets of SBAE, including an understanding of teaching and learning in learning environments, as the move from the teacher preparation program into their own classrooms (Thoron, Myers, & Barrick, 2016).…”