The Coach Phenomena: Examining the Validity of the Kolb Educator Role Profile in Preservice Agricultural Education

Autor/inn/en	Baker, Marshall A.; Cline, Lauren Lewis
Titel	The Coach Phenomena: Examining the Validity of the Kolb Educator Role Profile in Preservice Agricultural Education
Quelle	In: Journal of Agricultural Education, 60 (2019) 4, S.71-87 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Cognitive Style; Measures (Individuals); Self Evaluation (Individuals); Test Validity; Coaching (Performance); Agricultural Education; Preservice Teachers; Teacher Role; Preferences; Experiential Learning; Expertise; Teaching Methods; State Universities; Facilitators (Individuals); Student Evaluation; Teacher Student Relationship; Oklahoma + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Messdaten; Testvalidität; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lehrerrolle; Experiental learning; Erfahrungsorientiertes Lernen; Expert appraisal; Teaching method; Lehrmethode; Unterrichtsmethode; Staatliche Universität; Schulnote; Studentische Bewertung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Over the last three years, agricultural educators have demonstrated a strong preference for the coaching role, as defined by the Kolb Educator Role Profile (KERP). The purpose of this collective case study was to better understand why this dominant coach preference exists in Oklahoma preservice agricultural educators. Kolb Educator Role Profile (KERP) results, and semi-structured interviews to understand the choice rationale of preservice agricultural educators, were coded to determine the assessment's qualitative validity. Two theoretical themes to address key issues emerged: (a) KERP theoretical perspectives and (b) espoused theories. An adapted KERP framework reflects the case's diverging conceptualizations. Four theoretical categories describe the educator roles in agricultural education: (a) the friend, (b) the know-it-all, (c) the sounding board, and (d) the career development event (CDE) coach. Two theoretical categories capture conceptualization of learning modes: (a) student-first versus book-knowledge focus and (b) dialogue versus hands-on focus. Espoused theories of the preservice agricultural educators reveal KERP item statements were chosen that (a) reflect how I was taught, (b) connect to what I am good at, (c) involve action and real-world, (d) let agricultural education be different, (e) focus on personal growth of students, (f) are what I think students like, and (g) I understand. Recommendations for both improved validity and practice are provided. (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