Beginning SBAE Teachers' Metal Fabrication Knowledge Needs: Implications for Teacher Preparation

Autor/inn/en	Swafford, Marshall; Hagler, Paden
Titel	Beginning SBAE Teachers' Metal Fabrication Knowledge Needs: Implications for Teacher Preparation
Quelle	In: Journal of Agricultural Education, 59 (2018) 1, S.287-296 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Metallurgy; Agricultural Education; Agricultural Engineering; Teacher Education Programs; Knowledge Level; Job Skills; Teacher Competencies; Equipment; Student Evaluation; Laboratories; Manufacturing; College Faculty; Teacher Educators; Surveys; Statistical Analysis; Likert Scales; Preservice Teacher Education; Delphi Technique + Suchen Sie Ihr Suchwort? Hüttenwesen; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Agrarindustrie; Agronomie; Agrarwissenschaft; Wissensbasis; Produktive Fertigkeit; Lehrkunst; Schulnote; Studentische Bewertung; Laboratory; Laboratorium; Herstellung; Fakultät; Teacher education; Lehrerausbildung; Lehrerbildung; Survey; Umfrage; Befragung; Statistische Analyse; Likert-Skala; Lehramtsstudiengang; Delphi-Methode
Abstract	While agricultural mechanics, which includes metal fabrication, continues to be popular among school-based agricultural education (SBAE) students (Hubert & Leising, 2000), the number of required courses in agricultural mechanics for teaching certification in agricultural education is relatively low (Blackburn, Robinson, & Field, 2015). Despite the minimal required coursework, Saucier and McKim (2010) argued that all SBAE teachers who instruct agricultural mechanics should be technically competent. To ensure preservice teachers are technically prepared to enter the profession, this study, guided by the model for teacher preparation (Whittington, 2005), sought to determine the essential metal fabrication knowledge and skills which beginning SBAE teachers should possess prior to beginning a career in agricultural education. Results from this study identified eight essential knowledge and skill areas categorized into four categories, metal fabrication equipment, metal fabrication production, student assessment, and laboratory management. Preservice teacher programs should be evaluated to determine if they are effectively preparing teachers in the curriculum area of metal fabrication. Teacher educators and professional development staff should plan professional education programs for in-service teachers in this agricultural mechanics area. (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