Professional Development Needs of Beginning Agricultural Education Teachers in Idaho

Autor/in	Touchstone, Allison J. L.
Titel	Professional Development Needs of Beginning Agricultural Education Teachers in Idaho
Quelle	In: Journal of Agricultural Education, 56 (2015) 2, S.170-187 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Faculty Development; Needs Assessment; Beginning Teachers; Agricultural Education; Teacher Shortage; Teacher Persistence; Educational Planning; Delphi Technique; Teaching Skills; Knowledge Base for Teaching; Skill Development; Program Development; Faculty Workload; Classroom Techniques; Teaching Experience; Educational Finance; Financial Support; Mentors; Idaho + Suchen Sie Ihr Suchwort? Bedarfsermittlung; Junior teacher; Junglehrer; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lehrermangel; Bildungsplanung; Delphi-Methode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Kompetenzentwicklung; Qualifikationsentwicklung; Programmplanung; Klassenführung; Bildungsfonds; Finanzielle Förderung
Abstract	The continuing shortage of agricultural education instructors has been documented across the state and nation. Secondary instructor retention may help reduce the shortage and position changes each year. Identifying the challenges facing beginning teachers as perceived by beginning teachers, veteran teachers, and building administrators can help identify the professional development and mentoring needs to assist in teacher retention. Establishing consensus among the target groups through this Delphi study will allow Idaho Team Ag Ed to be specific and purposeful in long term professional development planning. Through this study, 21 professional development areas were agreed upon in three areas: Teacher Skills and Knowledge (8); Personal Skills and Professional Development (6); and Program Area Concerns (7). Volume of work was the area of highest concern (n = 92, 90.11%) followed by classroom management skills and teaching experience (n = 81, 89.01%) and 79 of the 91 respondents (86.81%) agreed that finding alternative funding sources was an area of concern followed closely by overall program funding (n = 79 of 90 responses, 87.78%). The consensus supported previous research across the country and will provide a guide for targeted professional development, mentorship, and long-term retention for beginning teachers (0-5 years' experience) in Idaho. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01