Learning Activities Utilized and Readiness for the Student Teaching Internship

Abstract

Agricultural education has traditionally provided rich learning experiences for secondary school students; however, less attention has been paid to the learning experiences preservice agricultural education teachers utilize and provide secondary school students during the student teaching internship. This study sought to describe the learning activities preservice teachers utilize during instruction and assess preservice teachers ' self-perception of preparedness in technical content knowledge and teaching methods after completing their student teaching internship. A majority of the preservice teachers used student-centered activities with the greatest frequency, and did not rely on one category of learning activities a majority of the time. This finding is encouraging since variety is a characteristic of effective teaching, and the types of learning activities utilized support the philosophical beliefs of agricultural education. On the other hand, preservice teachers identified agricultural mechanics, biotechnology, wildlife and fisheries management, and veterinary science as technical content areas in which they possessed less than appropriate content knowledge. A majority of the preservice teachers also perceived themselves as not prepared in instructional methods for wildlife and fisheries management and veterinary sciences. We recommend these technical content areas and pedagogical deficiencies be considered high priorities when developing in-service professional development for new teachers in Florida.Keywords: readiness, learning activities, student teaching, student teacher, preservice Wardlow and Osborne (2010) summarized the purpose of teacher education in agriculture as having "a single primary aim: to educate those professionals who will become the teachers of agriculture in the nation's schools" (p. 22). These words have espoused the basic principles shaping the thinking in agriculture teacher education programs around the country.The contemporary philosophy of agricultural education programs can be traced back to the philosophers of Ancient Greece, who believed "knowledge derived from experience, observation, and experimentation" (Wardlow & Osborne, 2010, p. 23). Furthermore, agricultural educators have embraced the philosophies of John Dewey, whose views align with those aforementioned, but include the belief that the focus of education should be the development of the student as an individual (Wardlow & Osborne, 2010). As Hughes and Barrick (1993) pointed out, school-based agricultural education "has a rich heritage of developing student personal skills as well as providing abilities needed in agricultural employment" (p. 59) through experiential learning activities. Likewise, Phipps, Osborne, Dyer, and Ball (2008) While the literature-base and historical philosophy of school-based agricultural education supports rich learning experiences for secondary students, less attention has been paid to the learning experiences preservice agricultural education teachers utilize and provide seco...

Identifying Challenges Pre-service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching

“…In terms of teaching style, Stripling, Thoron, and Estepp (2014) noted student teachers often "used student-centered activities with the greatest frequency" (p. 158), thus indicating that student teaching offers the opportunity for student teachers "to follow through with their preferred method and extend student-centered lessons into the authentic experience -their student teaching internship" (p. 158). Interestingly, Stripling et al (2014) also found student teachers often do not feel prepared to teach science-oriented technical agriculture content such as food science, biotechnology, and veterinary science after completing their student teaching experience. Moreover, as detailed by Krysher, Robinson, Montgomery, and Edwards (2012), student teachers can recognize challenges and successes during the student teaching experience.…”

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

“…Agricultural mechanics teachers must have knowledge dealing with a wide array of curriculum (Saucier, McKim, & Tummons, 2012); they must also account for discrepancies in learners' ability, prior knowledge, needs, and experiences (Rayfield, Croom, Stair, & Murray, 2011). Although laboratory management skills are essential knowledge for all school-based agricultural mechanics teachers (Saucier, Terry Jr., & Schumacher, 2009), many preservice teachers report inadequate content knowledge in Agricultural Mechanics subject areas (Stripling, Thoron, & Estepp, 2014).…”

“…Agricultural mechanics knowledge issues are compounded by a lack of adequate training, professional development, and instructional materials in agricultural safety (Rudolphi & Retallick, 2015). Specifically, agricultural programs have reduced the amount of training received in courses specific to agricultural mechanics (Burris et al, 2005;Schumacher, Ess, Strickland, & King, 2002), and teachers across multiple geographic regions and teaching experience levels have reported a need for professional development related to agricultural mechanics (Blackburn, Robinson, & Field, 2015;Duncan, Ricketts, Peake, & Uesseler, 2006;Stripling et al, 2014). Among the many professional development needs of agricultural mechanics teachers, safety instruction and supervision is a top concern while in the agricultural mechanics laboratory (Gliem & Miller, 1993;Johnson & Schumacher, 1988;Langley & Kitchel, 2013;Swan, 1992).…”

Agricultural Mechanics Preparation: How Much Do School Based Agricultural Education Teachers Recieve?

“…As a link in the model, Teacher Preparation and Certification is a critical component in ensuring students are prepared in agriculture technology (Rosencrans & Martin, 1997). Agricultural education teachers perceived preservice instruction in agricultural mechanics to be important, but the preparation they received at the postsecondary level was not adequate for the duties a SBAE position requires (Burris et al, 2005;Stripling et al, 2014). Much of the learning that takes place in an agricultural mechanics course occurs in a laboratory, requiring educators to be proficient in agricultural mechanics skills (Saucier et al, 2012).…”