Identifying Challenges Pre-service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching Wells, Trent Hainline, Mark Smalley, Scott Smalley, Scott
dc.contributor.department Agricultural Education and Studies 2019-10-28T13:42:39.000 2020-06-29T22:51:39Z 2020-06-29T22:51:39Z Tue Jan 01 00:00:00 UTC 2019 2019-01-01
dc.description.abstract <p>Student teaching is the capstone experience in an agricultural teacher preparation program (Edgar, Roberts, & Murphy, 2011). During student teaching, pre-service teachers work with cooperating teachers to learn to effectively deliver instruction (Feiman-Nemser & Buchmann, 1987) on topics such as agriscience, agricultural mechanics, horticultural science, and so forth, to secondary students. School-based agricultural education (SBAE) also includes instruction in applied academic content (Stubbs & Myers, 2015). Curriculum for Agricultural Science Education (CASE) has emerged in recent years to provide engaging, academically-reinforced coursework for SBAE teachers and students across the United States (CASE, n.d.a). Thus, it is reasonable to expect pre-service teachers may be responsible for teaching CASE coursework at their student teaching placement sites. We sought to identify challenges that pre-service teachers may encounter when teaching CASE coursework. Through two face-to-face focus group interviews conducted at both the mid-semester and end-of-semester student teacher meetings, we identified three primary themes: 1) accessibility to resources; 2) influence of cooperating teachers; and 3) applicability of coursework based on local needs. We concluded these pre-service teachers encountered both positive and negative experiences related to teaching CASE coursework and recommended that pre-service teachers be adequately prepared to engage in CASE coursework prior to student teaching.</p>
dc.description.comments <p>This article is published as Wells, T., Hainline, M., & Smalley, S. (2019). Identifying challenges pre-service teachers encountered when teaching curriculum for agricultural science education (CASE) coursework during student teaching. <em>Journal of Agricultural Education, </em>60(3), 128-140. doi: <a href="" target="_blank">10.5032/jae.2019.03128</a>.</p>
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dc.identifier archive/
dc.identifier.articleid 1068
dc.identifier.contextkey 15633713
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath ageds_pubs/69
dc.language.iso en
dc.source.bitstream archive/|||Sat Jan 15 01:30:38 UTC 2022
dc.source.bitstream archive/|||Sat Jan 15 01:30:40 UTC 2022
dc.source.uri 10.5032/jae.2019.03128
dc.subject.disciplines Agricultural Education
dc.subject.disciplines Curriculum and Instruction
dc.subject.keywords pre-service teachers
dc.subject.keywords CASE
dc.subject.keywords student teaching
dc.subject.keywords experiences
dc.title Identifying Challenges Pre-service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching
dc.type article
dc.type.genre article
dspace.entity.type Publication
relation.isAuthorOfPublication 4bb892bb-faee-4758-a733-162535919a4a
relation.isOrgUnitOfPublication 63e3ba64-a7a5-422b-97a2-decb3486fb95
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