Teacher Philosophies of Career Development Events: Implications for Curriculum in Agriculture, Food, and Natural Resources Education

Autor/inn/en	Goodwin, Catlin M.; McKim, Aaron J.
Titel	Teacher Philosophies of Career Development Events: Implications for Curriculum in Agriculture, Food, and Natural Resources Education
Quelle	In: Journal of Agricultural Education, 61 (2020) 2, S.193-205 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Learner Engagement; Career Development; Leadership Training; Agricultural Education; Academic Achievement; Educational Philosophy; Teacher Attitudes; Student Development; Competition; Student Organizations; Skill Development; Knowledge Level; Correlation; Teaching Methods; Educational Environment; Food; Natural Resources; Extension Education; Outcomes of Education; Michigan + Suchen Sie Ihr Suchwort? Berufsentwicklung; Führungslehre; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Schulleistung; Bildungsphilosophie; Erziehungsphilosophie; Lehrerverhalten; Wettkampf; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lebensmittel; Natural Ressource; Natürliche Ressource; Erweitertes Bildungsangebot; Lernleistung; Schulerfolg
Abstract	Student engagement in Career and Technical Student Organizations (CTSOs) offer tremendous opportunities for content learning, leadership development, and career preparation. Included in the scope of CTSOs are skills contests, competitions designed to test student knowledge and skills within respective content areas. Within school-based agricultural education, these skills contests are called career development events (CDEs). Building upon existing research identifying the importance of CDE preparation to student performance and knowledge transfer, the current study quantified CDE preparation occurring within agricultural education classrooms, educator philosophies of CDEs, and the relationship between philosophies and CDE preparation. Findings indicate the majority of responding teachers held a student development philosophy and incorporated moderate to high amounts of CDE preparation within their classroom curriculum. Additionally, findings suggest a practically significant relationship between teacher philosophies and CDE preparation, with teachers possessing a competition and achievement philosophy facilitating the highest amount of CDE preparation during classroom instruction. In total, findings provide important insights into CDE preparation within agricultural education as well as a template for evaluating similar relationships throughout other CTE areas. (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	2024/1/01