School-Based Agricultural Education Teachers' Perceived Professional Development Needs Associated with Teaching, Classroom Management, and Technical Agriculture

Autor/inn/en	Smalley, Scott; Hainline, Mark S.; Sands, Kelsey
Titel	School-Based Agricultural Education Teachers' Perceived Professional Development Needs Associated with Teaching, Classroom Management, and Technical Agriculture
Quelle	In: Journal of Agricultural Education, 60 (2019) 2, S.85-98 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Teacher Shortage; Labor Turnover; Faculty Development; Teacher Persistence; Teaching Skills; Classroom Techniques; Student Motivation; Laboratories; Individualized Education Programs; Students with Disabilities; Decision Making; Skill Development; Performance Based Assessment; Test Construction; Pedagogical Content Knowledge; Biotechnology; Iowa + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lehrermangel; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Klassenführung; Schulische Motivation; Laboratory; Laboratorium; Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Decision-making; Entscheidungsfindung; Kompetenzentwicklung; Qualifikationsentwicklung; Leistungsermittlung; Testaufbau; Pädagogische Kompetenz; Biotechnologie
Abstract	Across the nation, there is a large shortage of teachers in several subject areas (Daniel, 2015; Milliard, 2015; Sutcher, Darling-Hammond, & Carver-Thomas, 2016). In agricultural education, many teachers are leaving the profession within the first five years of beginning their teaching careers (Tippens, Ricketts, Morgan, Navaro, & Flanders, 2013). Professional development opportunities for teachers can be utilized to retain teachers in the profession (Touchstone, 2015). The purpose of this study was to evaluate the professional development needs of Iowa school-based agricultural education teachers in the areas of teaching, classroom management, and technical agriculture. Motivating students to learn, teaching in a land laboratory, proper implementation of Individualized Education Program (IEP) for students with disabilities, teaching students decision-making skills, and developing performance-based assessment instruments were the teaching and classroom management items that SBAE teachers expressed the highest perceived levels of professional development needs. The items with the highest perceived training needs were teaching knowledge and skills in biotechnology, integrating current advances in agriculture technology into the curriculum, teaching knowledge and skills in agribusiness, teaching about public issues regarding agriculture, and teaching knowledge and skills in agricultural mechanic. Future research should be conducted to determine what agriculture technology and biotechnology professional development is needed by in-service teachers. (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	2021/2/06