Using Educational Theory and Research to Refine Agricultural Extension: Affordances and Barriers for Farmers' Learning and Practice Change

Autor/inn/en	Sewell, A. M.; Hartnett, M. K.; Gray, D. I.; Blair, H. T.; Kemp, P. D.; Kenyon, P. R.; Morris, S. T.; Wood, B. A.
Titel	Using Educational Theory and Research to Refine Agricultural Extension: Affordances and Barriers for Farmers' Learning and Practice Change
Quelle	In: Journal of Agricultural Education and Extension, 23 (2017) 4, S.313-333 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blair, H. T.) ORCID (Kemp, P. D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-224X
DOI	10.1080/1389224X.2017.1314861
Schlagwörter	Agricultural Education; Agricultural Occupations; Barriers; Educational Theories; Educational Research; Extension Education; Interviews; Focus Groups; Observation; Self Efficacy; Scientists; Attitude Measures; Identification (Psychology); Evidence Based Practice; Longitudinal Studies; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Occupation; Beruf; Landwirtschaftlicher Beruf; Educational theory; Theory of education; Bildungstheorie; Bildungsforschung; Pädagogische Forschung; Erweitertes Bildungsangebot; Interviewing; Interviewtechnik; Beobachtung; Self-efficacy; Selbstwirksamkeit; Scientist; Wissenschaftler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Neuseeland
Abstract	Purpose: To examine the factors that support and hinder farmers' learning and to investigate the impact of an innovative learning program on farmers' practice change. Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes. Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system's integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk. Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change. Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs. Originality: To date, little empirical research about the affordances and barriers for pastoral farmers' learning has been based on contemporary educational research. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01