Practical and Pertinent: Describing the Need for Meaningful Professional Development among Agricultural Educators

Autor/inn/en	Norris, William; Swortzel, Kirk A.; McCubbins, O. P.
Titel	Practical and Pertinent: Describing the Need for Meaningful Professional Development among Agricultural Educators
Quelle	In: Career and Technical Education Research, 48 (2023) 1, S.21-41 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	Agricultural Education; Agriculture Teachers; Teacher Effectiveness; Faculty Development; Teacher Attitudes; Program Effectiveness; Career Development; Leadership Training; Teacher Competencies; Teacher Qualifications; Curriculum; Instruction + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Berufsentwicklung; Führungslehre; Lehrkunst; Lehrqualifikation; Curricula; Lehrplan; Rahmenplan; Teaching process; Unterrichtsprozess
Abstract	Throughout agricultural education's 100+ year history, teacher effectiveness/confidence has remained a consistent factor in student achievement. Furthermore, targeted professional development has commonly been used to improve teacher effectiveness/confidence. With 50% of educators exiting the profession within five years, finding ways to improve teacher effectiveness/confidence will be critical to education's future success. This study aimed to assess the perceptions of agricultural educators in multiple states on various FFA/SAE, Teaching Methods/Financial, and Instructional professional development topics and the impact those topics would have on their confidence. Each participant rated the impact of the professional development topics on a Likert scale ranging from 1 = Does Not Impact to 5 = Strongly Impacts. Overall, all teachers, regardless of career level, collectively chose Career Development Events (CDEs), Leadership Development Events (LDEs), teaching in a greenhouse/wood laboratory/classroom, managing facilities, classroom management, and instructional/curricular development in animal science, agricultural mechanics, plant systems, and natural resources as the most impactful professional development areas. In addition, a Principal Component Analysis (PCA) also reduced the thirty original professional development topics to seven principal components named: (a) Curriculum PD, (b) SAE Progression and SAE Record-Keeping PD, (c) Classroom Instruction Progression PD, (d) FFA Management PD, (e) Agricultural Mechanics Instruction PD, (f) Animal Science Instruction PD, and (h) Plant Science Instruction PD. The correlation of individual professional development topics was assessed within each principal component. As future professional development activities are planned, these topics should be considered due to their impact on the effectiveness/confidence of agricultural educators. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: https://www.acteronline.org/cter
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01