Identifying Challenges Pre-Service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching

Autor/inn/en	Wells, Trent; Hainline, Mark S.; Smalley, Scott W.
Titel	Identifying Challenges Pre-Service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching
Quelle	In: Journal of Agricultural Education, 60 (2019) 3, S.128-140 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Preservice Teachers; Student Teaching; Agricultural Education; Curriculum Development; Curriculum Implementation; Cooperating Teachers; Access to Information; Instructional Materials; Self Efficacy + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Self-efficacy; Selbstwirksamkeit
Abstract	Student teaching is the capstone experience in an agricultural teacher preparation program (Edgar, Roberts, & Murphy, 2011). During student teaching, pre-service teachers work with cooperating teachers to learn to effectively deliver instruction (Feiman-Nemser & Buchmann, 1987) on topics such as agriscience, agricultural mechanics, horticultural science, and so forth, to secondary students. School-based agricultural education (SBAE) also includes instruction in applied academic content (Stubbs & Myers, 2015). Curriculum for Agricultural Science Education (CASE) has emerged in recent years to provide engaging, academically-reinforced coursework for SBAE teachers and students across the United States (CASE, n.d.a). Thus, it is reasonable to expect pre-service teachers may be responsible for teaching CASE coursework at their student teaching placement sites. We sought to identify challenges that pre-service teachers may encounter when teaching CASE coursework. Through two face-to-face focus group interviews conducted at both the mid-semester and end-of-semester student teacher meetings, we identified three primary themes: 1) accessibility to resources; 2) influence of cooperating teachers; and 3) applicability of coursework based on local needs. We concluded these pre-service teachers encountered both positive and negative experiences related to teaching CASE coursework and recommended that pre-service teachers be adequately prepared to engage in CASE coursework prior to student teaching. (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