Internationally Located Supervised Agricultural Experience Programs: An Exploration of Teaching Methods and Supervision

Abstract

School-based agricultural education (SBAE) teachers near an international border face unique challenges and opportunities in overseeing Supervised Agricultural Experience (SAE) programs where students travel internationally to complete the requirements of SAE. Utilizing Bandura’s Social Cognitive Theory within a developmental multicultural context offered a nuanced lens to explore the factors influencing teachers and students in this context. This qualitative case study of two teachers observes teachers’ philosophies and strategies for international SAE supervision and the impact of culture and generational shifts on student engagement within agriculture. Findings reveal a lack of significant initiatives accommodating diverse student populations engaging in SAE programs in [International Country]. Participants emphasized the importance of fostering connections with students and acknowledging the gap regarding agriculture among newer generations of students. Participants also highlight unique challenges in supervising international SAE programs, proposing alternative methods of supervision and community involvement. The importance of addressing language barriers and fostering a culture of inclusion is emphasized. Recommendations include promoting inclusivity, assessing comfort levels for on-site SAE visits in international countries, and ongoing teacher development for diverse cultural settings. Future research is urged to expand the literature based on SAE in diverse settings, contributing to a comprehensive understanding of its usage today.