Preservice Teacher Perceptions of the Role an Agriculture Teacher During Their Early Field Experience

Abstract

School-based agriculture teachers (SBAE) hold many roles inside and outside of the school. Identifying and understanding the many roles an agriculture teacher may have in their career is an important part of an early field experience (EFE). In this study, EFE students (n = 18) submitted written reflections focused on the role of an agriculture teacher. Open coding of the preservice teacher reflections revealed five themes including work-life balance, public relations, role of an FFA advisor, student success, and school responsibilities. Codes within these five themes indicate a student-centered approach among agriculture teachers. Additionally, EFE students described many school responsibilities outside of the agriculture program that may contribute to a work-life imbalance among agriculture teachers. It is recommended that teacher education programs have current practicing teachers be engaged as part of the preparation process for pre-service students to learn about agriculture teacher roles. Consideration needs to be taken when selecting EFE sites to ensure students are receiving a quality experience, which reinforces the teacher preparation program objectives.

When Teaching Hurts: Exploring the Secondary Traumatic Stress Experiences of Early-Career SBAE Teachers

“…Agricultural education majors and preservice teachers are perceptive and concerned about the variety of challenges and the role they intended to fill before even graduating (Roberts et al, 2020;Smalley & Rank, 2019;Thieman et al, 2014). This makes us wonder if they are attuned to the footprint of trauma on their personal and students' well-being.…”

Will the First Through Fifth Years Please Stand Up? Quantifying National SBAE Teacher Experience

“…Some discuss experience with content (Lambert et al, 2014;Watson et al, 2015;Wells et al, 2013), while others discuss experience to assess teachers' professional development needs (Figland et al, 2019;Wolf et al, 2010). Notably, much of the research around teacher experience focuses on the pre-service teacher experience (Hasselquist et al, 2019;Rice & Kitchel, 2015;Sellick et al, 2017;Smalley & Rank, 2019;Smalley & Retallick, 2011;Swan et al, 2011). While this research is certainly beneficial, there is an obvious lack of consideration for a teacher's career progression once they leave a pre-service program.…”