An Appreciative Inquiry Approach to Evaluating Culture, Structure, and Power in Agricultural Teacher Education Program Reform

Abstract

This case study outlines an appreciative inquiry approach to program reform using an agricultural teacher education program at a land-grant university that had begun to suffer from a large decline in student enrollment. Documents were analyzed that provided recommendations toward a master plan for reform made by 23 key agents based on their evaluation of culture, structure, and power within the existing program. The key agents were identified using a conceptual model called the Agricultural Education Networked Learning Circle for Teacher Preparation (AENLC). The documents outlined recommendations in five areas: 1) faculty recruitment and retention; 2) courses and curriculum; 3) certification options; 4) student professional development; and 5) student recruitment. The recommendations were consistent with the literature and the study provided empirical evidence on the practicality of using appreciative inquiry and the conceptual model in creating and leveraging social capital toward teacher education program reform or renewal.