Developing Deeper Understandings through an Agricultural Literacy Professional Development

Abstract

In this study, we examined how the Agricultural Science Professional Development (ACRE) Project, an agricultural literacy professional development, influenced secondary agriculture teachers’ agricultural literacy perspectives and practices. We analyzed our data using Moje’s (2015) 4 E’s Heuristic for Disciplinary Literacy Instruction. Our findings revealed that the eight teachers developed a deeper understanding of agricultural literacies and they planned to apply this knowledge in different ways to scaffold students’ engagement with discipline-specific practices.