The Relationship of Prior FFA Membership on Perceived Ability to Manage an FFA Chapter

Autor/inn/en	Ferand, Natalie K.; Thoron, Andrew C.; Myers, Brian E.
Titel	The Relationship of Prior FFA Membership on Perceived Ability to Manage an FFA Chapter
Quelle	In: Journal of Agricultural Education, 61 (2020) 2, S.162-172 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Group Membership; Student Organizations; Correlation; Agricultural Education; Educational Background; Professional Development; Program Administration; Educational Needs; Vocational Education; Youth Clubs; Self Efficacy; Knowledge Level; High School Teachers; Florida + Suchen Sie Ihr Suchwort? Gruppenzugehörigkeit; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Korrelation; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Vorbildung; Educational need; Bildungsbedarf; Berufsbildung; Jugendfreizeitstätte; Self-efficacy; Selbstwirksamkeit; Wissensbasis; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende
Abstract	In order to fill the need in the agriscience teacher shortage, preservice agriscience teacher education needs to seek preservice teachers who may not have had a traditional school-based agriculture background. The influx of new teachers without a school-based agricultural education background brings both opportunities and challenges. Gaps in needs between those teachers who had and those teachers who did not have school-based agricultural education and FFA membership have different teacher professional development needs. This study investigated the professional development need areas based on a needs assessment that investigated knowledge, relevance, and mean weighted discrepancy scores of agriscience teachers who were or were not FFA members. Participants across both groups indicated professional development needs for FFA chapter management. Teachers who were not previously FFA members identified stronger needs across 11 of 13 items. There was a significant difference found between the two groups for four of the 13 chapter management items. Recommendations for future research and programmatic development consisted of the consideration of specific sessions of a basic FFA knowledge with a second session that focuses on technical skill attainment. (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