The Development of Preservice Agriculture Teachers' Pedagogical Content Knowledge through a Greenhouse for Teachers Course

Autor/inn/en	Wooditch, Amanda M.; Rice, Amber H.; Peake, Jason B.; Rubenstein, Eric D.
Titel	The Development of Preservice Agriculture Teachers' Pedagogical Content Knowledge through a Greenhouse for Teachers Course
Quelle	In: Journal of Agricultural Education, 59 (2018) 3, S.1-14 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Pedagogical Content Knowledge; Agricultural Occupations; Agricultural Education; Agricultural Engineering; Horticulture; Student Attitudes; Self Efficacy; Teacher Competencies + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Education; Landwirtschaftliche Ausbildung; Ausbildung; Agrarindustrie; Agronomie; Agrarwissenschaft; Gartenbau; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Lehrkunst
Abstract	The purpose of this qualitative research study was to explain the development of preservice agriculture teachers' PCK [Pedagogical Content Knowledge] for the concept of plant fertilizers within a content-focused methods course. The emergent central phenomenon was an overall lack of PCK development for plant fertilizers, highlighted by five main themes that impeded the development. Preservice teachers felt less self-efficacious in horticulture content knowledge and possessed a greater desire for horticulture content knowledge over pedagogical knowledge. Additionally, the preservice teachers exhibited development of horticulture content knowledge and mathematics content knowledge through the unit. Finally, the lack of a content knowledge foundation inhibited the development of PCK in preservice teachers, despite the purpose of the course and vision of the instructor. Recommendations include more purposeful integration of PCK at the preservice level, utilization of tools like the CoRe rubric (Loughran, Mulhall, & Berry, 2004) during lesson planning, increased field experience imbedded in the teacher preparation program, and a more careful examination of the preservice teachers' pre-existing content knowledge base prior to enrollment in the content-focused methods course. (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