Content Knowledge Preparation: Describing Department Head’s Perceptions of Preservice Teachers' Training within AFNR Pathways
Keywords:
Agricultural education, teacher preparation, content knowledgeAbstract
Historically, agricultural teacher preparation programs have supplied the majority of early-career educators. Unfortunately, many preservice teachers report being unconfident about teaching in some agriculture, food, and natural resource (AFNR) pathways. This study evaluated how department heads perceive the alignment of teacher preparation programs with the national AFNR standards. We used a descriptive correlational research design to collect data from agricultural education department heads on the number of courses required by teacher preparation programs within each AFNR pathway and the extent to which their programs teach each AFNR standard. Overall, we distributed the survey electronically to N = 85 department heads and received n = 25 usable responses. The results indicated that teacher preparation programs focus the most on the animal systems, plant systems, and power, structural, and technical systems pathways. Participants reported requiring 1-3 courses within each AFNR pathway, but also indicated that those courses only somewhat prepare students to teach the corresponding AFNR standards. Additionally, department heads at non-R1 institutions rated their alignment with the AFNR standards significantly higher in some areas than department heads at R1 institutions. We recommend evaluating teacher preparation programs to ensure that their coursework meets the needs of preservice educators.
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