A Description of the Professional Identities of Arkansas Agriculture Teachers

Autor/in	Shoulders, Catherine W.
Titel	A Description of the Professional Identities of Arkansas Agriculture Teachers
Quelle	In: Journal of Agricultural Education, 59 (2018) 3, S.278-290 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Professional Identity; Teacher Characteristics; Faculty Development; Knowledge Level; Teacher Attitudes; Teacher Role; Teacher Participation; Interaction; Arkansas + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Wissensbasis; Lehrerverhalten; Lehrerrolle; Interaktion
Abstract	After decades of research in agricultural education on teacher knowledge, needs, behaviors, satisfaction, and attrition, calls for additional research and reform have remained fairly consistent. One potential factor influencing the rate at which these challenges are overcome is teacher professional identity, which shapes how teachers interpret and respond to knowledge delivered through professional development. Shoulders and Myers (2011) suggested the unique circumstances of agricultural education lead teachers to maintain a professional identity different than that of other educators, but little research has been conducted with regard to the professional identities of agriculture teachers. Using the theories of constructivism and planned behavior, this study utilized a researcher-adapted survey to describe the professional identities of Arkansas agriculture teachers. Findings indicated teachers identified as agriculture teachers more so than agriculturalists or educators, the professional identity of the agricultural educator was significantly different than that of the educator or the agriculturalist, and length of teaching experience was not related to professional identity score. We recommend teacher educators include the development of professional identity as a component of all professional development experiences. Recommendations for further research include qualitative investigation into the ways in which agriculture teachers' professional identities manifest in the agriculture program. (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