Induction Programs for Beginning Agriculture Teachers: Research-Based Recommendations on Program Structure and Content

Autor/inn/en	Disberger, Brandie; Washburn, Shannon G.; Hock, Gaea; Ulmer, Jonathan
Titel	Induction Programs for Beginning Agriculture Teachers: Research-Based Recommendations on Program Structure and Content
Quelle	In: Journal of Agricultural Education, 63 (2022) 1, S.132-148 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Disberger, Brandie) ORCID (Washburn, Shannon G.) ORCID (Hock, Gaea) ORCID (Ulmer, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Beginning Teachers; Beginning Teacher Induction; Agricultural Education; Teacher Shortage; Faculty Mobility; Teacher Persistence; Case Studies; Longitudinal Studies; Mentors; Feedback (Response); Reflection; Teacher Attitudes; Teacher Certification; Program Content; Program Development + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lehrermangel; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Programmgestaltung; Programmplanung
Abstract	The shortage of teachers, specifically agriculture teachers, has been established and literature shows us why some teachers choose to leave. The question remains, how can we provide induction programs to agriculture teachers that support their unique needs and ultimately retain beginning agriculture teachers in the profession long term? This longitudinal qualitative case study began with eight traditionally certified beginning agriculture teachers and concluded with six completing the three-year study. The collective case study gathered data from site visits, monthly interviews, and annual focus groups. Recommendations were made for components that should exist in an induction program for beginning agriculture teachers. The content beginning teachers may need, how to structure a program, and items mentors and facilitators need to be aware of when providing a comprehensive program are provided. Recommended components include developing a supportive community among the teachers, providing "as needed" resources, multiple mentors, feedback on teaching, and structured reflection. (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