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Professional Competencies Needed and Presently Held by Beginning Teachers of Vocational Agriculture in Tennessee. Research Report Series No. 3.

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Title: Professional Competencies Needed and Presently Held by Beginning Teachers of Vocational Agriculture in Tennessee. Research Report Series No. 3.
Language: English
Authors: Lamberth, Edwin E., Tennessee Technological Univ., Cookeville.
Peer Reviewed: N
Page Count: 60
Publication Date: 1982
Document Type: Reports - Research
Descriptors: Agricultural Education, Beginning Teachers, Educational Needs, Instructional Development, Job Skills, Minimum Competencies, Professional Education, Program Development, Program Evaluation, Questionnaires, Secondary Education, Student Organizations, Supervised Farm Practice, Surveys, Teacher Attitudes, Teaching Skills, Vocational Education
Geographic Terms: Tennessee
Abstract: A study identified and verified the professional education competencies needed and presently held by beginning teachers of vocational agriculture in Tennessee. To obtain these data researchers designed a survey instrument that listed 99 competencies under the following areas: program planning, development, and evaluation; planning of instruction; execution of instruction; evaluation of instruction; advising student vocational organization; and supervising student occupational experience. The 30 beginning teachers who completed the survey rated the level that each competency was held by and needed by beginning teachers. After determining measures of central tendency for both the competency levels needed by and held by beginning teachers, researchers calculated the difference between the two means and, thereby, determined the need for inservice competency-based activities. Ninety-six of the 99 competencies needed by beginning teachers received mean ratings of 3.00 or higher, and 93 of the 99 competencies presently held by the beginning teachers received mean ratings of less than 3.00. Recommendations included calls for incorporating the 96 competencies rated 3.00 or higher into the agricultural education curriculum at Tennessee Technological University and for using the results of the study to design and develop inservice teacher training programs. (The study questionnaire is included.) (MN)
Entry Date: 1983
Accession Number: ED221671
Database: ERIC
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  Availability: 0
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  Label: Title
  Group: Ti
  Data: Professional Competencies Needed and Presently Held by Beginning Teachers of Vocational Agriculture in Tennessee. Research Report Series No. 3.
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  Data: <searchLink fieldCode="AR" term="%22Lamberth%2C+Edwin+E%2E%22">Lamberth, Edwin E.</searchLink><br /><searchLink fieldCode="AR" term="%22Tennessee+Technological+Univ%2E%2C+Cookeville%2E%22">Tennessee Technological Univ., Cookeville.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 60
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1982
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Agricultural+Education%22">Agricultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Development%22">Instructional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Minimum+Competencies%22">Minimum Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Education%22">Professional Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Organizations%22">Student Organizations</searchLink><br /><searchLink fieldCode="DE" term="%22Supervised+Farm+Practice%22">Supervised Farm Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A study identified and verified the professional education competencies needed and presently held by beginning teachers of vocational agriculture in Tennessee. To obtain these data researchers designed a survey instrument that listed 99 competencies under the following areas: program planning, development, and evaluation; planning of instruction; execution of instruction; evaluation of instruction; advising student vocational organization; and supervising student occupational experience. The 30 beginning teachers who completed the survey rated the level that each competency was held by and needed by beginning teachers. After determining measures of central tendency for both the competency levels needed by and held by beginning teachers, researchers calculated the difference between the two means and, thereby, determined the need for inservice competency-based activities. Ninety-six of the 99 competencies needed by beginning teachers received mean ratings of 3.00 or higher, and 93 of the 99 competencies presently held by the beginning teachers received mean ratings of less than 3.00. Recommendations included calls for incorporating the 96 competencies rated 3.00 or higher into the agricultural education curriculum at Tennessee Technological University and for using the results of the study to design and develop inservice teacher training programs. (The study questionnaire is included.) (MN)
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  Label: Entry Date
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  Data: 1983
– Name: AN
  Label: Accession Number
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  Data: ED221671
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 60
    Subjects:
      – SubjectFull: Agricultural Education
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Educational Needs
        Type: general
      – SubjectFull: Instructional Development
        Type: general
      – SubjectFull: Job Skills
        Type: general
      – SubjectFull: Minimum Competencies
        Type: general
      – SubjectFull: Professional Education
        Type: general
      – SubjectFull: Program Development
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Student Organizations
        Type: general
      – SubjectFull: Supervised Farm Practice
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Vocational Education
        Type: general
      – SubjectFull: Tennessee
        Type: general
    Titles:
      – TitleFull: Professional Competencies Needed and Presently Held by Beginning Teachers of Vocational Agriculture in Tennessee. Research Report Series No. 3.
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          Name:
            NameFull: Tennessee Technological Univ., Cookeville.
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            NameFull: Lamberth, Edwin E.
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              M: 08
              Type: published
              Y: 1982
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