Deconstructing Content Knowledge: Coping Strategies and Their Underlying Influencers for Beginning Agriculture Teachers

Autor/inn/en	Rice, Amber H.; Kitchel, Tracy
Titel	Deconstructing Content Knowledge: Coping Strategies and Their Underlying Influencers for Beginning Agriculture Teachers
Quelle	In: Journal of Agricultural Education, 57 (2016) 3, S.208-222 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Pedagogical Content Knowledge; Agricultural Education; Credibility; Grounded Theory; Qualitative Research; Beginning Teachers; Coping; Educational Environment; Departments; Teacher Education Programs; Faculty Development; Teacher Attitudes; Observation; Self Concept; Knowledge Level; Semi Structured Interviews; Missouri + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Glaubwürdigkeit; Qualitative Forschung; Junior teacher; Junglehrer; Bewältigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Department; Abteilung; Lehrerverhalten; Beobachtung; Selbstkonzept; Wissensbasis
Abstract	The purpose of this grounded theory qualitative study was to explore how beginning agriculture teachers break down content knowledge for student understanding. The overarching theme that emerged during data collection and analysis was beginning teachers' self-perceived content knowledge deficiency in various subjects within agriculture. This initial finding guided subsequent collection and analysis which focused on how teachers coped with this feeling of inadequacy in content and the underlying influencers that guided those actions. Various coping strategies occurred during planning and in-the-moment teaching stages. Underlying influencers for choosing a particular coping strategy included a combination of internal and external influencers. External influencers included structure of the school environment, individual department structure, and offering agriculture courses for core content credit. Internal influencers included teachers' content interest, perceived credibility as a content teacher, and philosophies regarding agricultural education. Recommendations include reconciling the purpose of agricultural education in teacher preparation programs, creating more accessible professional development opportunities, and examining experienced teachers in the field for similar findings. (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	2020/1/01