Literaturnachweis - Detailanzeige
| Autor/inn/en | Shultz, Matthew J.; Anderson, Ryan G.; Shultz, Alyx M.; Paulsen, Thomas H. |
|---|---|
| Titel | Importance and Capability of Teaching Agricultural Mechanics as Perceived by Secondary Agricultural Educators |
| Quelle | In: Journal of Agricultural Education, 55 (2014) 2, S.48-65 (18 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1042-0541 |
| Schlagwörter | Agricultural Education; Mechanics (Process); Secondary School Teachers; Inservice Teacher Education; Teacher Competencies; Teacher Attitudes; Safety; Scores; Questionnaires; Teacher Characteristics; Knowledge Base for Teaching; Iowa |
| Abstract | Agricultural mechanics instruction is a long-standing and significant part of secondary agricultural education. Similar to the broader agricultural industry, agricultural mechanics instruction is in a constant state of dynamic change. Educators must be proactive to ensure agricultural mechanics curriculum retains its relevance within this changing environment and that educators are prepared to facilitate that change. The agricultural mechanics in-service needs of secondary agricultural educators in Iowa were examined. Researchers used descriptive measures and mean weighted discrepancy scores to determine teacher perceptions of content importance, teaching competence, and in-service training needs. The areas of highest perceived importance were welding safety, construction and shop safety, and shielded metal arc welding. Agricultural mechanics instructors rated themselves least prepared to teach computer aided design, profile leveling, and hot metal work. As shown by mean weighted discrepancy scores, areas of highest additional training need were global positioning systems, electrical safety, and computer aided design. (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 |
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