Delivery and Evaluation of a Food Science Professional Development Training for Mississippi Career Technical Education Teachers

Autor/inn/en	Hendrix, Jasmine D.; Campbell, Yan L.; Zhang, Xue; Downey, Laura H.; Jagger, Carla B.; Schilling, M. Wes
Titel	Delivery and Evaluation of a Food Science Professional Development Training for Mississippi Career Technical Education Teachers
Quelle	In: Journal of Food Science Education, 20 (2021) 4, S.197-207 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hendrix, Jasmine D.) ORCID (Schilling, M. Wes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4329
DOI	10.1111/1541-4329.12228
Schlagwörter	Vocational Education Teachers; Faculty Development; Program Implementation; Program Evaluation; Foods Instruction; Secondary School Teachers; Experiential Learning; Program Effectiveness; Mississippi + Suchen Sie Ihr Suchwort? Ausbilder; Programme evaluation; Programmevaluation; Lebensmittelkunde; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Professional development for Career Technical Education (CTE) is needed to effectively implement food science curricula in secondary education courses. Providing CTE teachers with professional development training supports increased awareness of food science academic and career pathways among students. The goal of this study was to assess a food science professional development training for Mississippi CTE teachers that would increase their self-perceived knowledge, self-perceived ability to conduct specific food science skills, and self-efficacy to implement food science-based instruction. Thirty-one teachers participated in the 2-h professional development training that provided teachers an experiential learning opportunity to learn and apply food science concepts. Results indicated that the food science professional development training was effective at increasing teachers' self-perceived knowledge and ability to conduct food science skills since the average scores (five-point Likert-type scale, n = 28) in all statements increased (p < 0.001) post training. For example, teachers self-perceived knowledge of the five D's of food product development at pre-survey (M = 2.00 ± 0.94) increased (p < 0.001) after the training (M = 4.29 ± 0.60). In addition, teachers' self-perceived ability to employ the five D's of food product development before the training (M = 0.31 ± 0.54, three-point scale) significantly increased (p < 0.05) post training (M = 1.72 ± 0.53). Post training, more than 77% of the teachers "agreed" or "strongly agreed" to six out of nine self-efficacy statements which affirmed their belief to teach food science concepts. Overall, teachers were satisfied with the food science professional development training. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01