Implementation of Supervised Agricultural Experience Programs: The agriculture teachers’ perspective

Abstract

The purpose of this qualitative exploratory study was to examine how agriculture teachers implement supervised agricultural experience (SAE). A combination of focus groups and individual telephone interviews were conducted. Iowa agriculture teachers offered SAE because it is (a) a means of developing life skills, (b) a component of the FFA award system, and (c) theoretically, one-third of the agricultural education model. Although agriculture teachers were able to talk conceptually and theoretically about the benefits and value of SAE, they did not necessarily practice SAE in that manner. The method in which teachers implemented SAE programs varied considerably as did the means by which they conducted their SAE programs. Five factors were identified that limited SAE: (a) changing demographics and societal attitudes, (b) mechanics and structure of schools, (c) resource availability, (d) image, and (e) the agricultural education system. These findings would indicate that there is dissonance between (a) theory and practice, and (b) experience and learning of SAE. It is recommended that the purpose of SAE be further refined, communication regarding the value of SAE be increased among the stakeholders, creative and innovated approaches to SAE be explored, and the complete experiential learning model be incorporated into SAE programming.

Perceived Self-Efficacy of Preservice Agriculture Teachers toward Specific SAE Competencies

“…Novice (preservice) teachers are entering the profession having high self-efficacy toward their perceived abilities to develop, implement, communicate, maintain, sustain, evaluate, and supervise SAE; yet current teachers struggle with many aspects of SAE (Swortzel, 1996). Dyer and Osborne (1995), Retallick (2010), and Wilson and Moore (2007) all indicated that teachers do not implement SAE programs as they are conceptually and theoretically defined. Therefore, a gap between what is taught in pre-service programs and what is implemented in the classroom by practicing teachers exists.…”

“…Since the mid-1980's, student participation and teacher usage of SAE programs has continued to decrease (Barrick, Hughes, & Baker, 1991;Dyer & Osborne, 1995;Phipps et al, 2008;Retallick, 2010;Roberts & Harlin, 2007;Steele, 1997;Wilson & Moore, 2007). Further, Steele (1997) conjectured that the removal of the federal legislative requirement has affected the utilization of supervised experiences within school-based agricultural education (SBAE) nationwide.…”

“…Moreover, Camp, Clarke, and Fallon (2000) concluded that agriculture teachers do not believe that SAE is appropriate for their school-based agricultural education programs. Research has indicated that teachers do not implement SAE programs as they conceptually and theoretically define SAE (Dyer & Osborne, 1995;Retallick, 2010;Wilson & Moore, 2007). Likewise, teachers have reported that teaching and utilizing SAE is one of the most difficult components to teaching agricultural education (Dyer & Osborne, 1995;Robinson & Haynes, 2011).…”

“…Further, Steele (1997) conjectured that the removal of the federal legislative requirement has affected the utilization of supervised experiences within school-based agricultural education (SBAE) nationwide. Consequently, teacher understanding and participation in a total agricultural education program has been on decline (Dyer & Osborne, 1995;Retallick, 2010;Wilson & Moore, 2007).…”

“…SAE may be a challenging component of SBAE, however, SAE makes SBAE unique in education as it provides learners with an authentic experience, connected to careers and as an extension of the classroom. Teachers should realize the benefits from engagement in SAE specific professional development seminars (Retallick, 2010;Roberts & Dyer, 2004;Sorensen, Tarpley, & Warnick, 2010;Wilson & Moore, 2007;Young & Edwards, 2005).…”