Campus Units

Agricultural Education and Studies

Document Type

Article

Publication Version

Published Version

Publication Date

2007

Journal or Book Title

Journal of Agricultural Education

Volume

48

Issue

1

First Page

127

Last Page

138

DOI

10.5032/jae.2007.01127

Abstract

The purpose of this study was to describe the nature of early field experience (EFE) in agricultural teacher education programs nationally. A descriptive census survey of all active agricultural teacher education programs in the country was used for this study. The fact that nearly all agricultural teacher education programs require EFE indicates that EFE is valued as an important component of teacher education programs. It was discovered that multiple early field experiences are required at multiple classification levels. The primary responsibility for EFE and the associated administrative tasks are placed on faculty within the agricultural teacher education program. Similarities regarding EFE requirements seem to end at broad, categorical levels. Most programs report having requirements; however, the means by which each program fulfills the requirements are considerably different. Teacher licensure, as well as state and national teacher education accreditation, influences procedural and minimum EFE requirements. This study provides the foundation for further research. Additional research is needed to identify the purposes and outcomes of EFE and determine the extent to which student learning occurs.

Comments

This article is from Journal of Agricultural Education 48 (2007): 127, doi:10.5032/jae.2007.01127. Posted with permission.

Copyright Owner

Journal of Agricultural Education

Language

en

File Format

application/pdf