Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Selected Works

Teacher Education and Professional Development

2018

Preservice teachers

Articles 1 - 3 of 3

Full-Text Articles in Education

Previous Experience Not Required: Contextualizing The Choice To Teach School-Based Agricultural Education, Adam A. Marx, Amy R. Smith, Scott W. Smalley, Courtney Miller Nov 2018

Previous Experience Not Required: Contextualizing The Choice To Teach School-Based Agricultural Education, Adam A. Marx, Amy R. Smith, Scott W. Smalley, Courtney Miller

Scott Smalley

The purpose of this study was to identify key career choice items which lead students without previous experience in school-based agricultural education (SBAE) to pursuing agricultural education. The Ag Ed FIT-Choice® model adapted by Lawver (2009) and developed by Richardson and Watt (2006) provided the investigative framework to design this study. Findings were organized around categories of the Ag Ed Fit-Choice Model (Lawver, 2009) with the exception of one additional category, believed unique to this group. Two focus groups were assembled to include ten participants. A myriad of experiences led participants to consider SBAE as a career. Certainly, it can ...


Early Field Experience Course Students’ Perceptions Of School-Based Agricultural Education Laboratory Environments, Trent Wells, Scott W. Smalley, Bryan D. Rank Nov 2018

Early Field Experience Course Students’ Perceptions Of School-Based Agricultural Education Laboratory Environments, Trent Wells, Scott W. Smalley, Bryan D. Rank

Scott Smalley

Laboratory instruction is an important component of school-based agricultural education (SBAE) programs (Phipps, Osborne, Dyer, & Ball, 2008). Early field experience (EFE) coursework can be an important component of agricultural teacher preparation programs (Retallick & Miller, 2007). Through the use of a modified photovoice technique, we sought to identify the perceptions of students (i.e., preservice teachers) enrolled in an EFE course in relation to the laboratory environment component of the SBAE model. Students enrolled in a 40-hour EFE course photographed a laboratory environment at their placement site and completed a 250-word descriptive/reflective summary of the laboratory. Through open coding of the summaries, three prominent themes emerged: 1) project-based learning is widely used for instructional purposes; 2) laboratory environments are set up and arranged in particular fashions based on needs; and 3) laboratory environments are arranged as settings for effective learning. Within the photographs, the agricultural mechanics laboratory was most commonly identified as a laboratory environment. The EFE students identified laboratory environments are not always traditional in their scope, and classrooms can serve as laboratory environments. We recommend photovoice be further used as a tool to explore students’ perceptions of the realities of modern SBAE programs.


Evaluating First Year Agriculture Teachers’ Use Of Reflection, Amanda Meder, Scott Smalley, Michael Retallick Nov 2018

Evaluating First Year Agriculture Teachers’ Use Of Reflection, Amanda Meder, Scott Smalley, Michael Retallick

Scott Smalley

Reflection is a useful tool which improves teaching approaches; however, many first-year teachers do not appear to reflect upon their instructional plans (McAlpine & Weston, 2000). Prior research has indicated preservice teachers are not utilizing the acquired reflective approaches learned throughout the teacher preparation program (Hatton & Smith, 1995; Kagan & Tippins, 1992; Reynolds, 1993). It is believed teachers fail to implement reflective practice in their professional practice because they have not acquired the pedagogical knowledge to effectively reflect (McAlpine & Weston, 2000). The primary purpose of this study was to determine if beginning agricultural education teachers employed a systematic approach of reflection, determine what components of the teacher preparation program aided in learning, how to reflect, and to examine first-year teachers’ gratification with the reflective approaches learned from Iowa ...