We’re all in this together: Examining how alternatively certified teachers participate in agricultural education community of practice

Abstract

Utilizing Wenger’s (1998) work of Communities of Practice and hermeneutic phenomenology, the purpose of this study was to examine the phenomenon of participation among alternatively certified agriculture teachers in the agriculture teacher community of practice. Two themes emerged as we interpreted the findings: (1) we’re all in this together, and (2) belonging. The findings illustrate the advantages and challenges alternatively certified agriculture teachers identify as they take part in the agriculture teacher community through interactions and support. State leaders in SBAE should use the findings and recommendations as they welcome alternatively certified agriculture teachers into the profession and seek to provide support.