Preservice Teachers’ Conceptualizations of Agricultural Mechanics

Abstract

Agricultural mechanics laboratories are frequently available for use within school-based agricultural education (SBAE) settings. Moreover, agricultural mechanics instruction is quite common and can include a wide range of subject matter. Preservice teachers are frequently concerned about teaching agricultural mechanics, sometimes due to negative or no experiences in the subject. We sought to describe how preservice teachers, many of whom had limited experience in agricultural mechanics, conceptualized agricultural mechanics at the beginning and end of a teacher education-focused agricultural mechanics course. Conceptually framing our study using Boud et al.’s (1985) model of reflection, we used a qualitative research design to collect data from 17 preservice teachers. Two themes and four sub-themes were identified through our data analysis process. We found preservice teachers’ conceptualizations of agricultural mechanics were positively impacted as a result of a semester-long course. We recommend SBAE stakeholders continue to engage preservice teachers in high-quality agricultural mechanics-related experiences to better prepare the next generation of teachers to create opportunities for their students.