Success, Balance, but Never Both: Exploring Reified Forms of Success in School-Based Agricultural Education

Autor/inn/en	Traini, Haley Q.; Claflin, Kellie; Stewart, Josh; Velez, Jonathan J.
Titel	Success, Balance, but Never Both: Exploring Reified Forms of Success in School-Based Agricultural Education
Quelle	In: Journal of Agricultural Education, 60 (2019) 4, S.240-254 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Beginning Teachers; Family Work Relationship; Success; Teacher Attitudes; Secondary School Teachers; Oregon + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Junior teacher; Junglehrer; Erfolg; Lehrerverhalten
Abstract	This study utilized a case study design to explore how early career agriculture teachers in Oregon conceptualize success and work-life balance in school-based agricultural education. Wenger's (1998) theory of Communities of Practice, precisely the concept of reification, served as the framework for our study. Our population included 52 agriculture teachers who attended an early career teacher workshop and participated in a seminar on work-life balance. Overall, participants grappled with several tensions regarding notions of success, work-life balance, and the interactions between the two. Findings concluded "success" has been reified to equate the number of awards won, active FFA members, or money earned and, one can be a successful agriculture teacher, a balanced agriculture teacher, but never both. As agriculture teachers strive for success and balance, they encounter emotions of guilt, judgment, fear, and pressure. While participants acknowledged the tensions that exist between notions of success and notions of balance, any progress on achieving such balance is done in vain as no examples of balanced agriculture teachers exist, and messages about success and work-life balance are paradoxical and unsubstantiated. While this study focused on one state, it provides valuable insight into how agriculture teachers are defining and thinking about success. (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