“You’ve Always Got Challenges”: Resilience and the Preservice Teacher

Thieman, Erica B.; Marx, Adam A.; Kitchel, Tracy

doi:10.5032/jae.2014.04012

Cited by 6 publications

(4 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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.…”

Section: Discussionmentioning

confidence: 99%

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

Schmidt,

Milliken,

Morales

et al. 2022

JAE

View full text Add to dashboard Cite

Sources of satisfaction, stress, and burnout are all-too-familiar to school-based agricultural education (SBAE) teachers. Yet, the current literature related to SBAE stress has not addressed the overwhelming existence of trauma in our greater society. Teacher wellbeing can be compromised when students share their own adversities and traumatic experiences, thus producing secondary traumatic stress (STS). To lay a foundation for inquiry, we used the Professional Quality of Life (ProQOL) survey and scale to quantify and draw attention to STS. In this study, we found early-career SBAE teachers (n = 49) in Oregon experienced moderate levels of STS along with STS being a significant positive predictor of burnout. Given our findings, we urge scholars and practitioners to recognize the implications student trauma has on the lives of teachers. Students carry invisible wounds to the SBAE classroom, which inextricably transfers to the teachers caring for them. Secondary exposure to trauma is salient to the experiences of teachers. Left unattended to, STS could result in severe implications for the individual as well as the profession.

show abstract

Section: Discussionmentioning

confidence: 99%

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

Schmidt,

Milliken,

Morales

et al. 2022

JAE

View full text Add to dashboard Cite

show abstract

“…Many teacher preparation programs engage in micro-teaching simulations with senior-level students. Current studies in the agricultural education field have investigated the teaching resiliency of preservice, agriculture teachers by measuring heart rate and stress (Thieman, Henry, & Kitchel, 2012;Thieman, Marx, & Kitchel, 2014). Eye-tracking could be another quantitative measurement to add to this area of research and could lead to more experimental or quasi-experimental research designs.…”

Section: Objective 3: Research Implications For Agricultural Educatiomentioning

confidence: 99%

Applying Eye-Tracking Research in Education and Communication to Agricultural Education and Communication: A Review of Literature

Leggette¹,

Rice²,

Carraway³

et al. 2018

JAE

View full text Add to dashboard Cite

The purpose of this integrative literature review was to synthesize the eye-tracking literature related to education and communication in the Social Sciences Citation Index (SSCI) to formulate a conceptual model and develop a research agenda that guides eye-tracking research in agricultural education and communication. To do so, we reviewed the literature to identify basic elements of eye-tracking research, examined specific variables related to eye-tracking research, and synthesized the findings into a conceptual model. We found and reviewed 77 articles published between 2010 and 2016 within education (56) and communication (21). Research implications for agricultural education included an examination of classroom management practices, a comparison of novice and experienced instructors, and an exploration of educational settings. Research implications for agricultural communication included tracking fixation and frequency of eye movement when viewing advertisements and understanding the relationship between brand placement and buying decisions. Synthesizing the research in education and communication, we identified the audiences, concepts, environments, and variables related to eye tracking that could be investigated within agricultural education and communication. In conclusion, we found a lack of agricultural education and communication studies cited in the SSCI, eye-tracking technology provides variables to support a multivariate approach in agricultural education and communication, and eye-tracking equipment is expensive, which may limit diffusion in some settings.

show abstract

“…Several factors contribute to individuals making a decision as significant as their career choice. Post-secondary education students who have been asked to identify their motivating factors to pursue a career in education and/or agricultural education primarily have considered: perception of the education field as an enjoyable career; the opportunity to help in youth development and work with youth; impact on and service to others; advancement opportunities; and a calling to teach (Elfers, Plecki, St. John, & Wedel, 2008;Harms & Knobloch, 2005;Kyriacou & Coulthard, 2000;Lawver & Torres, 2012;Thieman, Marx, & Kitchel, 2014). High rates of placement for graduates following completion of a degree program heavily depends on the student's right match with a degree program that will provide them the opportunity for academic success and an avenue to accomplish their professional career goals.…”

Section: Review Of Literaturementioning

confidence: 99%

Consideration of Agricultural Education as a Career: A Statewide Examination by High School Class Year of Predicting Factors

Thieman¹,

Rosch²,

Suarez³

2016

JAE

View full text Add to dashboard Cite

The shortage of teachers in Illinois is reflective of a recent trend where agricultural education graduates of in-state post-secondary institutions have not met the need for the number of available teaching positions. The retirement of the many teachers from the Baby Boomer generation is looming over the profession, making recruitment efforts essential (Illinois Board of Education Report, 2014). With secure funding sources of higher education dwindling, efficiency and effectiveness of recruitment efforts are critical if agricultural education is to continue to survive and thrive by facilitating a steady stream of highly qualified teacher candidates into the field. The purpose of this study was to examine factors influencing high school student consideration of agricultural education as a future career. We included students in grades 9 through 12 (n = 817) from 56 different agricultural education programs. Within the overall sample, parental support and a student's report of their agriculture teacher emerged as the most powerful predictors, while noteworthy differences arose across class years. These findings possess significant implications for the timing and focus of recruitment efforts.

show abstract

“You’ve Always Got Challenges”: Resilience and the Preservice Teacher

Cited by 6 publications

References 21 publications

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

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

Applying Eye-Tracking Research in Education and Communication to Agricultural Education and Communication: A Review of Literature

Consideration of Agricultural Education as a Career: A Statewide Examination by High School Class Year of Predicting Factors

Contact Info

Product

Resources

About