Student Teachers' Views on Their Competence to Teach the National AFNR Career Pathways: Implications for the Preparation of Preservice Teachers in Agricultural Education

Abstract

This exploratory study assessed the perceived levels of importance and competence of student teachers in agricultural education regarding their ability to teach across the National Agriculture, Food, and Natural Resources (AFNR) Career Pathways. Using a congruent, parallel mixed-methods design, data were collected from 16 student teachers through questionnaires, interviews, and researcher field notes. Descriptive statistics and eclectic coding were used to explain the quantitative and qualitative findings. Though the study's findings should not be generalized, such were examined using a needs assessment model to identify the competence needs of student teachers in regard to teaching across the eight National AFNR Career Pathways. Student teachers perceived all pathways to be important to teach but varied in their perceptions of competence to do that. Recommendations are offered for additional research and future practice.

Evaluating potential barriers to implementing augmented reality welding simulators into career and technical education (CTE) welding curriculum

“…Studies have been conducted that illustrate a low confidence and comfort level in teaching agriculture mechanics which includes welding. , Eck et al 2021, Snider et al 2021, and Easterly et al 2018. It is crucial that we provide technical expertise and expose our preservice teachers to the available technologies to assist them in teaching.…”

“…The curriculum in a welding course depends heavily on hands-on practice and muscle memory. Often research shows that one of the critical attributes to the development and growth of preservice teachers to becoming professional educators is their ability to experience what they are going to teach (Coleman et al 2021, Clark et al 2021, Snider et al 2021.…”

“…Researchers have looked at the use of experiential learning activities as part of early field experiences (EFE) to address some of these concerns while students are completing coursework in teacher preparation programs Easterly et al, 2018;Fletcher & Gordon, 2017;Retallick & Miller, 2010). Studies have also shown that preservice teachers understand their need for training in laboratory equipment and management Snider et al, 2021). We must continue researching ways to overcome these apprehensions with our preservice teachers.…”