Moves You? How SBAE Teachers Navigate Program Migration

Autor/inn/en	Haddad, Becky; Velez, Jonathan J.; Stewart, Josh
Titel	Moves You? How SBAE Teachers Navigate Program Migration
Quelle	In: Journal of Agricultural Education, 60 (2019) 3, S.246-261 (16 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 Attitudes; Phenomenology; Faculty Mobility; Teacher Persistence; Faculty Development; Learning Processes; Teaching Skills; Teaching Experience; Career Change; Barriers; Researchers; Vignettes; High School Teachers; Educational Environment + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Learning process; Lernprozess; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Career changes; Berufswechsel; Researcher; Forscher; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Little data exists to examine the stigmatized phenomenon of program mobility within agricultural education. Our research starts the conversation through interviews with eight School-Based Agricultural Education (SBAE) teachers across the United States, using qualitative phenomenology, to provide a unique perspective of retention through migration. We define teacher migration as a program move while choosing to remain in SBAE. Utilizing the theoretical lens of expansive learning through activity systems (Engeström, 2009), we present teacher migration as a means to learn and grow in the craft of teaching within SBAE, particularly among teachers with more than eight years of experience. Although additional efforts are needed to quantify migration within SBAE, and to examine the common narrative, our research reveals program migration to be a relational issue. In our study, participants expressed community, opportunity to learn, and time as functions of support through a career transition. They identified resources and expectations as challenges faced in the migration process. Our research provides a starting place for conversations around teacher migration through a focus on the assets of experience, viewing migration as a means of retention rather than as a function toward attrition. (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