The purpose of this study was to examine the mathematics ability and efficacy of Florida preservice agricultural education teachers. Results indicated that the preservice teachers were not proficient in solving agricultural mathematics problems. On the other hand, the preservice teachers were efficacious in personal teaching efficacy and personal mathematics efficacy, and moderately efficacious in their mathematics teaching efficacy. Additionally, the associations between mathematics ability and mathematics coursework suggest that preservice teachers that completed an advanced mathematics course in high school and/or college scored higher on the mathematics assessment than preservice teachers that completed a basic or intermediate mathematics course in high school and/or college. However, only a small percentage of the preservice teachers completed an advanced mathematics course in high school and/or college. Based on the data collected in this study, the teacher education program at the University of Florida may need to further evaluate its mathematics coursework requirements.

Flipping or inverting a course is a relatively new approach to structuring a course. Using this method, the lectures traditionally delivered during regularly scheduled class time are converted to a media for delivery online, often in the form of videos. Learners are expected to view the online lectures prior to class. Then in turn, in-class time is used for a variety of application-type activities. This study documents participants' perceptions of flipping an agricultural education teaching methods course. Based on data from a focus group, we concluded that the participants thought the flipped classroom approach aided their learning of the teaching methods and the teaching and learning principles presented in the course. However, the participants offered numerous suggestions for improving the flipped classroom experience.

The purpose of this study was to perform a longitudinal examination of the teaching self-efficacy of preservice agricultural education teachers.

Numerous calls have been made for agricultural education to support core academic subject matter including mathematics. Previous research has shown that the incorporation of mathematics content into a teaching methods course had a positive effect on preservice teachers' mathematics content knowledge. The purpose of this study was to investigate the effects of a math-enhanced agricultural education teaching methods course on preservice agricultural education teachers' mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, and personal teaching efficacy. Results indicated that preservice teachers' mathematics ability increased after the math-enhanced teaching methods course. Interestingly, personal mathematics efficacy decreased while mathematics teaching efficacy and personal teaching efficacy increased slightly after the math-enhanced teaching methods course. Based on the results of this study, peer-teaching that utilizes the seven components of a math-enhanced lesson may be an appropriate means to improve the mathematics ability of preservice agricultural education teachers.

The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their minimum mathematics coursework requirements. Furthermore, preservice teachers that completed an advanced mathematics course in high school and/or college obtained higher mathematics ability scores. However, a small percentage completed an advanced mathematics course. In addition, preservice teachers that received an A in their highest completed college mathematics course also obtained higher mathematics ability scores. Moreover, 39% of the variance in mathematics ability was explained by completion of an advanced mathematics course in college, a grade of an A in highest level of mathematics completed in college, and being a preservice teacher at University 7, 8, and 9. Based on the data collected in this study, the nation's teacher education programs may need to further evaluate their mathematics coursework requirements.