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Preservice Teacher Perceptions of the Role of an Agriculture Teacher during Their Early Field Experience

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Title: Preservice Teacher Perceptions of the Role of an Agriculture Teacher during Their Early Field Experience
Language: English
Authors: Smalley, Scott W., Rank, Bryan D.
Source: Journal of Agricultural Education. 2019 60(2):99-108.
Availability: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Teachers, Student Teacher Attitudes, Student Teaching, Field Experience Programs, Teacher Role, Agricultural Education, Vocational Education Teachers, Family Work Relationship, Public Relations, Faculty Advisers, Academic Achievement, School Responsibility, Student Centered Learning, Teacher Education Programs
ISSN: 1042-0541
Abstract: School-based agriculture teachers (SBAE) hold many roles inside and outside of the school. Identifying and understanding the many roles an agriculture teacher may have in their career is an important part of an early field experience (EFE). In this study, EFE students (n = 18) submitted written reflections focused on the role of an agriculture teacher. Open coding of the preservice teacher reflections revealed five themes including work-life balance, public relations, role of an FFA advisor, student success, and school responsibilities. Codes within these five themes indicate a student-centered approach among agriculture teachers. Additionally, EFE students described many school responsibilities outside of the agriculture program that may contribute to a work-life imbalance among agriculture teachers. It is recommended that teacher education programs have current practicing teachers be engaged as part of the preparation process for pre-service students to learn about agriculture teacher roles. Consideration needs to be taken when selecting EFE sites to ensure students are receiving a quality experience, which reinforces the teacher preparation program objectives.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1220443
Database: ERIC
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  Data: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
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  Data: School-based agriculture teachers (SBAE) hold many roles inside and outside of the school. Identifying and understanding the many roles an agriculture teacher may have in their career is an important part of an early field experience (EFE). In this study, EFE students (n = 18) submitted written reflections focused on the role of an agriculture teacher. Open coding of the preservice teacher reflections revealed five themes including work-life balance, public relations, role of an FFA advisor, student success, and school responsibilities. Codes within these five themes indicate a student-centered approach among agriculture teachers. Additionally, EFE students described many school responsibilities outside of the agriculture program that may contribute to a work-life imbalance among agriculture teachers. It is recommended that teacher education programs have current practicing teachers be engaged as part of the preparation process for pre-service students to learn about agriculture teacher roles. Consideration needs to be taken when selecting EFE sites to ensure students are receiving a quality experience, which reinforces the teacher preparation program objectives.
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        StartPage: 99
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      – SubjectFull: Field Experience Programs
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