Early Field Experience Documents In Agricultural Education

Abstract

The purpose of this study was to describe the means by which early field experience (EFE) is implemented within the context of agricultural teacher education. A content analysis using course documents obtained directly from each program's teacher education coordinator was determined to be the most appropriate method to accomplish the purpose and objectives of this study. Thirty-eight of the 82 agricultural teacher education programs responded by providing 57 unique, usable EFE documents. The study found that the most common purposes articulated in these documents were career exploration and observation. Secondary purposes of EFE were instruction and assisting in the classroom. The primary activities to achieve the purposes of EFE were observation, practice teaching, and reflection. A major finding of this study was that over three-fourths of the programs refer to observation as both a purpose and an activity. It is recommended that teacher education programs develop EFE programs that go beyond exploration and, using the established professional EFE standards, require more than nonacademic, procedural-based activities. Programs could benefit from the development of EFE programs into a sound educational component focused on the application of professional and pedagogical knowledge and the development of critical reflection and higherorder thinking skills.

Purposes, Activities, and Documentation of Early Field Experience in Agricultural Teacher Education: A National Delphi Study

“…These activities are consistent with the activities identified by Retallick (2005) as part of his literature review and model describing EFE and Dobbins and Camp's (2003) comprehensive list of tasks for the student teaching experience. Dobbins and Camp, who surveyed agricultural education teachers and secondary school administrators, identified 60 EFE tasks that were organized into three themes, which were time, planning and cooperation.…”

“…The student outcomes associated with the learning strategies allow students to gain skills through exploration, skill development, application of knowledge, melding theory and transition. Although Retallick (2005) provided examples of the learning outcomes and strategies from the literature, no research has been conducted to identify the purpose, expected outcomes, and methods of documenting preservice teacher EFE activities in the implementation stage of agricultural teacher education programs.…”

“…Without a clear purpose and coordination between EFE cooperating teachers and college courses, a disconnect occurs in the preparation process of a preservice teacher. Retallick and Miller (2007b) reported a significant relationship when exploration, as a purpose, was compared to three activities (observation, reflection and evaluation). When observation was a means of achieving the purpose of EFE reflection and observations were identified as significant activities.…”

“…The conceptual framework of this EFE study is based on Retallick's (2005) structure and content model of EFE, which represents three major components of EFE: the foundation, organization, and implementation of EFE. The foundation of the model includes the teacher education standards and a conceptual framework, which provides a basis for the evolution of EFE.…”

“…Many host teachers are unsure what the college's expectations are for the students when they are sent into the field (McIntyre, 1983;Zeichner, 1987). Similarly, Retallick and Miller (2007b) reported that most documents in agricultural teacher education had little or no reference to the role of those involved in the experience. Without a clear purpose and coordination between EFE cooperating teachers and college courses, a disconnect occurs in the preparation process of a preservice teacher.…”