Concerns of Female Preservice Teachers in Teaching and Supervising the Agricultural Mechanics Laboratory

Abstract

Agricultural mechanics is a top career choice among secondary students enrolled in agricultural programs. Secondary agricultural mechanics teachers provide hands-on skill instruction with shielded metal arc welders, oxyfuel torches, and various hand tools in their agricultural mechanics laboratories. Preservice agriculture teachers have reported lack of preparation to adequately teach in this potentially dangerous environment. This qualitative case study explored the concerns of preservice teachers about teaching secondary students in the agricultural mechanics laboratory and how those concerns evolved over time. Researchers used a constructivist epistemology and open coding to identify and explore emergent themes. Three themes emerged from the data: 1) issues of trust and control in supervising laboratory students manifest themselves as a professional threat, 2) mechanics skill and supervisory skill development coincided with a change in focus toward student safety and learning, and 3) the agricultural mechanics laboratory provides unique instructional challenges and opportunities. Although each preservice teacher differed in their development, the authors identified persistent issues with agricultural mechanics skill knowledge and student trust.

School-based Agricultural Education Teachers' Perceived Professional Development Needs Associated with Teaching, Classroom Management, and Technical Agriculture

“…Aside from teachers' indication of training needs related to biotechnology, agricultural mechanics was another technical area where teachers indicated a high need for training. The lack of teacher (i.e., pre-service and in-service) competency in agricultural mechanics has been expressed in a myriad of previous research (Burris, Robinson, & Terry, 2005;McCubbins, Wells, Anderson & Paulsen, 2017;Tummons, Langley, Reed, & Paul, 2017). Byrd, Anderson, Paulsen, and Shultz (2015) reported finding a positive correlation between agricultural mechanics courses completed in their teacher preparation program and perceived level of competence with agricultural mechanics content.…”

School District Superintendents’ and Attorneys’ Perceptions of the Most Important Educational Law Issues Impacting Agricultural Science Teachers.

“…Previous literature in agricultural education has indicated teachers encountered personal and professional threats when performing day-to-day duties and responsibilities. For example, responsibilities such as supervising students in a laboratory settings, performing maintenance and safety evaluations of equipment and tools, taking students to off-campus events (e.g., field trips or conferences), and administering student discipline have been noted as areas of increased liability for agricultural science teachers (Dyer & Andreasen, 1999;Kessell et al, 2005;Reneau & Poor, 1983;Tummons, Langley, Reed, & Paul, 2017).…”

Early Field Experience Course Students’ Perceptions of School-based Agricultural Education Laboratory Environments

“…Moreover, does it indicate that these EFE students view agricultural mechanics as an important driving force in many SBAE programs in Iowa, or could it be indicative of these EFE students' interests in this curriculum area? As many preservice teachers have anxiety about teaching in an agricultural mechanics laboratory (Tummons, Langley, Reed, & Paul, 2017), this last question is of particular interest. These questions deserve follow-up through both qualitative and quantitative research.…”