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In Journal, Qualitative, Teacher Education & School-based Ag. Education, Teaching & Learning in Undergraduate Academic Programs, Vol. 67

Preservice Teachers’ Perceptions of Infusing Mathematics in the School- Based Agricultural Education Curricula

Nathan W. Conner, Sarah Greer, Nathan Ollie, Christopher T. Stripling, & Carrie A. Stephens
Mathematics knowledge is a critical component of natural and agricultural sciences, and school- based agricultural education is expected to support core academic instruction. Therefore, preservice agricultural education teachers must be prepared to teach mathematical concepts.
This study explores preservice agricultural education teachers’ perceptions of mathematics in the school-based agricultural education curricula. Five preservice teachers consisting of 4 females and 1 male participated in this qualitative study. Data were collected through individual semi-structured interviews that were approximately 30 minutes, and thematic analysis was used to analyze the data. Audit trails, triangulation, member checking, and thick description were used to achieve trustworthiness. Five themes…

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In Journal, Quantitative, Teacher Education & School-based Ag. Education, Vol. 67

Agriculture Teachers’ Preferred Teaching Partners Based on Physical and Professional Appearance

Hailey R. Gates & Catherine W. Shoulders
As new teachers enter the workplace, their ability to integrate into the school’s professional community is critical to their job satisfaction. While teachers may meet many quality indicators of good teaching, his or her ability to integrate into a professional community can be shaped instead by coworkers’ initial perceptions of his or her physical and professional appearance. In this study, we asked a convenience sample of agriculture teachers attending the National FFA Convention to select their ideal teaching partners based on their physical and professional appearance. Results displayed a strong preference for male teaching partners, regardless of age and attire…

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In Journal, Quantitative, Teacher Education & School-based Ag. Education, Vol. 66

Benchmarking Self-Efficacy of Early-Career Agricultural Science Teachers in [State]

Bodie Carroll, John Rayfield, & Tim Murphy
The purpose of this study was to determine the self-efficacy of early-career agricultural science teachers from Texas, in the three domains of agricultural education: classroom instruction, FFA, and supervised agricultural experience (SAE). This descriptive study was conducted using a random sample of first, second, and third year agricultural science teachers. A response rate of 50.6% was achieved (N=168, n=85). The respondents completed an online survey using the Qualtrics™ system. The survey included 49 likert scale…

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