Early Field Experience Documents in Agricultural Education

Autor/inn/en	Retallick, Michael S.; Miller, Greg
Titel	Early Field Experience Documents in Agricultural Education
Quelle	In: Journal of Agricultural Education, 48 (2007) 4, S.20-31 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Teacher Education Programs; Agricultural Education; Content Analysis; Pedagogical Content Knowledge; Teaching Methods; Field Experience Programs; Course Descriptions; Behavioral Objectives; Educational Strategies; Alignment (Education); Curriculum Evaluation; Curriculum Implementation + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Inhaltsanalyse; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Praxisnahes Lernen; Kursstrukturplan; Lehrstrategie; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung
Abstract	The purpose of this study was to describe the means by which early field experience (EFE) is implemented within the context of agricultural teacher education. A content analysis using course documents obtained directly from each program's teacher education coordinator was determined to be the most appropriate method to accomplish the purpose and objectives of this study. Thirty-eight of the 82 agricultural teacher education programs responded by providing 57 unique, usable EFE documents. The study found that the most common purposes articulated in these documents were career exploration and observation. Secondary purposes of EFE were instruction and assisting in the classroom. The primary activities to achieve the purposes of EFE were observation, practice teaching, and reflection. A major finding of this study was that over three-fourths of the programs refer to observation as both a purpose and an activity. It is recommended that teacher education programs develop EFE programs that go beyond exploration and, using the established professional EFE standards, require more than non-academic, procedural-based activities. Programs could benefit from the development of EFE programs into a sound educational component focused on the application of professional and pedagogical knowledge and the development of critical reflection and higher-order thinking skills. (Contains 4 tables.) (As Provided).
Anmerkungen	American Association for Agricultural Education. 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	2017/4/10