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

4

First Page

20

Last Page

31

DOI

10.5032/jae.2007.04020

Abstract

The purpose of this study was to describe the means by which early field experience (EFE) is implemented within the context of agricultural teacher education. A content analysis using course documents obtained directly from each program’s teacher education coordinator was determined to be the most appropriate method to accomplish the purpose and objectives of this study. Thirty-eight of the 82 agricultural teacher education programs responded by providing 57 unique, usable EFE documents. The study found that the most common purposes articulated in these documents were career exploration and observation. Secondary purposes of EFE were instruction and assisting in the classroom. The primary activities to achieve the purposes of EFE were observation, practice teaching, and reflection. A major finding of this study was that over three-fourths of the programs refer to observation as both a purpose and an activity. It is recommended that teacher education programs develop EFE programs that go beyond exploration and, using the established professional EFE standards, require more than nonacademic, procedural-based activities. Programs could benefit from the development of EFE programs into a sound educational component focused on the application of professional and pedagogical knowledge and the development of critical reflection and higher-order thinking skills.

Comments

This article is from Journal of Agricultural Education 48 (2007): 20, doi:10.5032/jae.2007.04020. Posted with permission.

Copyright Owner

Journal of Agricultural Education

Language

en

File Format

application/pdf

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