Assessing the Pedagogical Content Knowledge of School-Based Agricultural Education Teachers and Determining their Individualized Need for Professional Development by Licensure Type

Abstract

This study aimed to describe school-based agricultural education (SBAE) teachers' perceived Pedagogical Content Knowledge (PCK) and individualized professional development needs by licensure type. A series of survey questions were used to describe the sample of SBAE teachers, their PCK, sources of knowledge, and professional development needs. Regardless of licensure type, participants mostly agreed on their sources of knowledge, with teaching experience and previous employment being the top sources of knowledge. However, there were differences in PCK, and professional development needs by licensure type. For example, traditionally certified teachers had higher PCK in Horizon Content Knowledge and Knowledge of Content and Students. In addition, they reported a greater need for professional development in content-specific topics and FFA & SAEs. On the other hand, alternatively certified teachers had higher PCK in Common Content Knowledge and Specialized Content Knowledge. In addition, they reported a greater need for professional development in curriculum development and instructional strategies.