The Influence of School-Based Agricultural Education on Preservice Agriculture Teachers' Choice to Teach

Autor/inn/en	Ingram, Melissa L.; Sorensen, Tyson J.; Warnick, Brian K.; Lawver, Rebecca G.
Titel	The Influence of School-Based Agricultural Education on Preservice Agriculture Teachers' Choice to Teach
Quelle	In: Journal of Agricultural Education, 59 (2018) 2, S.64-78 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Preservice Teachers; Phenomenology; Extension Agents; Career Choice; Preservice Teacher Education; High School Students; Student Organizations; Teaching (Occupation); Student Attitudes; Agriculture; Student Characteristics; Utah + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Phenomenological psychology; Phänomenologie; Psychologie; Lehramtsstudiengang; Lehrerausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Teaching; Lehrberuf; Schülerverhalten
Abstract	Nationwide, agricultural education has experienced a shortage of qualified school-based agriculture teachers for over four decades. Students who seek careers as agriculture teachers are often those who participated in agricultural education and FFA in high school. The Ag Ed FITChoice® Model (Lawver 2009; Lawver & Torres, 2012) was used as the investigative framework for this phenomenological study, which sought to explore how active participation in school-based agricultural education programs influenced students' choice to major in agricultural education and pursue a career in teaching. Seven agricultural education majors who participated in agricultural education and FFA in high school participated in a focus group interview. Transcripts of the focus group interview were analyzed and coded for thematic content using open, axial, and selective coding protocols. Five themes emerged from the data, which included, 1) socializer influencers, 2) social value 3) passion for agriculture, 4) alignment with personal values, and 5) agricultural education factors. The agricultural education factors theme was broken into four subthemes, which include agriculture teacher encouragement, FFA events, increased self-efficacy through a quality program, and post-high school opportunities. Based on the findings, implications and recommendations for recruitment are discussed. (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