You Seize What Pops Up: A Qualitative Investigation of The Core Features of School-Based Agricultural Education Professional Development

Abstract

Desimone's core features of professional development (PD) guides the PD for teachers. The purpose of this study was to examine the PD practice of School-Based Agricultural Education (SBAE) teachers in the enthusiastic and growing career stage. Semi-structured telephone interviews were conducted with five teachers from five different states. The transcriptions of the interviews were coded using content analysis to determine if Desimone's core features were evident in the PD practice of enthusiastic and growing teachers. The codes for four teachers indicated that they were in the enthusiastic and growing career stage and were included in the content analysis. The respondents indicated PD for SBAE teachers included collective participation, content focus, and active learning. Discrepancy was found between Desimone's core features of PD of coherence and duration. PD should be designed in SBAE to include the core features of PD. A Team Ag Ed. approach to planning and implementing PD is recommended to increase coherence and promote participation in PD offerings. Efforts should also be made to incorporate school district and subject-specific initiatives. Further investigation is needed to explore Desimone's full model of PD for SBAE teachers.

Then What? Quantifying SBAE Teacher Career-Decisions Post-Migration

“…The dynamic nature of the model proposed by Fessler and Christensen (1992) encourages consideration of the events that may precipitate a teacher moving forward and backward through the cycle. Several studies have dealt with teachers advancing through the career cycle (Easterly & Myers, 2017;Greiman et al, 2005), but very little research has directed attention to the potential of moving backwards in the cycle (e.g. from career stability to enthusiastic and growing).…”

School-based Agricultural Education Teachers' Perceived Professional Development Needs Associated with Teaching, Classroom Management, and Technical Agriculture

“…Based on previous literature, it is also important to consider the professional life cycles of teachers when developing and delivering professional development events (Easterly & Myers, 2017;Eros, 2011;Fessler & Christensen, 1992;Huberman, 1989;Smalley & Smith, 2017;Sorensen et al, 2014;Steffy, Wolfe, Pasch, & Enz, 2000). Eros (2011) emphasized the importance of "the presence of different career stages [of teachers] and to build on this knowledge to design stage-appropriate professional development" (p. 68).…”

Examining Teachers' Agricultural Mechanics Professional Development Needs: A National Study

“…As adult learners, teachers are capable of directing their own professional growth and development (Beavers, 2009). Easterly and Myers (2017) found SBAE teachers often sought PD related to their instructional foci, such as agricultural mechanics, animal science, and horticultural science. Shoulders and Myers (2014) indicated PD can help promote change within SBAE teachers themselves.…”