Competencies and Experiences Needed by Pre–service Agricultural Educators to Teach Globalized Curricula: A Modified Delphi Study

Abstract

The 21st century graduate must be able to interact with people from all over the world and must also be knowledgeable about the world (Longview Foundation, 2008). In order to produce graduates that are globally competent, The National Council for the Accreditation of Teachers (NCATE, 1982) has mandated that multi–cultural education be incorporated as part of the teacher–preparation curricula. The purpose of this study was to identify competencies and experiences needed by agricultural pre–service teachers in order to teach globalized curricula. A modified Delphi method was used and the panel consisted of 13 (n = 13) experts in the field of agricultural teacher education with additional experience in international agricultural education or extension. Twenty competencies and two experiences were identified for pre–service agricultural educators to teach globalized curricula at the high school level.