Stages of Concern Profiles for Active Learning Strategies of Agricultural Technical School Teachers in Egypt

Autor/inn/en	Myers, Brian E.; Barrick, R. Kirby; Samy, Mohamed M.
Titel	Stages of Concern Profiles for Active Learning Strategies of Agricultural Technical School Teachers in Egypt
Quelle	In: Journal of Agricultural Education and Extension, 18 (2012) 2, S.161-174 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-224X
DOI	10.1080/1389224X.2012.655968
Schlagwörter	Foreign Countries; Vocational Schools; Learning Strategies; Innovation; Active Learning; Workshops; Teaching Methods; Federal Programs; Teacher Evaluation; Curriculum Implementation; Adoption (Ideas); Inservice Teacher Education; Teacher Motivation; Developing Nations; Educational Development; Extension Education; Agricultural Education; Rural Education; Agricultural Skills; Vocational Education Teachers; Educational Strategies; Program Effectiveness; Questionnaires; Teacher Surveys; Teacher Attitudes; International Programs; Technical Assistance; Egypt; Stages of Concern Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Aktives Lernen; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher appraisal; Lehrerbeurteilung; Ideas; Ideenfindung; Lehrerfortbildung; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Erweitertes Bildungsangebot; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Ländliche Erwachsenenbildung; Ausbilder; Lehrstrategie; Fragebogen; Lehrerverhalten; Technische Hilfe; Ägypten
Abstract	Purpose: The purpose of the study was to assess Egyptian Agricultural Technical School (ATS) teachers' implementation of active learning strategies in their classrooms. Methods: The Stages of Concern Questionnaire was administered to 230 participants in active learning workshops. After eliminating headmasters, supervisors and people no longer teaching, the population became 160 teachers with usable responses from all. Findings: ATS instructors who had participated in an active learning workshop indicated some concern in adopting the innovation and in being well prepared to utilize the strategies. Implications: Adoption of innovations is dependent upon instructor motivation to change and support from the school. Future workshops must address those concerns, as well as provide additional information regarding how to implement innovative strategies. Value: ATS teachers in Egypt have participated in various workshops to assist them in learning about, practicing and incorporating into their teaching the innovation of active learning strategies. Agriculture teachers do not complete formal preparation to become teachers in Egypt, so the development of teaching strategies is often neglected. ATS instructors may be reluctant to adopt new innovations such as active learning, since there are few incentives to make changes and few opportunities to learn new strategies. If workshops on active learning are to be continued, the concerns of teachers regarding the adoption of the innovation can be valuable. Further investigation is also warranted regarding the implementation of and concerns with each of the active learning strategies. (Contains 1 table and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10