Agricultural Mechanics Training Deficits among Preservice School-Based Agricultural Education Teachers: An Assessment of Teacher Educators’ Perceptions
DOI:
https://doi.org/10.5032/jae.v66i1.3028Keywords:
Agricultural Education Teacher Preparation, Agricultural Mechanics, Technical SkillsAbstract
Agricultural mechanics has become a common yet highly technical component of modern school-based agricultural education (SBAE). Despite the prevalence of agricultural mechanics in secondary agriculture instruction, deficits in training have been prominent in the literature. To meet the workforce needs of agricultural industries, SBAE teachers must be adequately prepared with knowledge and skills to impart on their students. To prioritize agricultural mechanics competencies for preservice SBAE teachers, we used the ranked discrepancy model to examine SBAE teacher educators’ perceptions of importance and level of preparation in 59 agricultural mechanics competencies. We found that all competencies in the study displayed some degree of training deficit. Our findings also indicated that the greatest training deficits were related to agricultural machinery and equipment and renewable energy, particularly in areas of recent technological advancement. Conversely, we observed the smallest training deficits in competencies related to metal fabrication, outdoor power equipment, and small engines. We recommend that SBAE teacher educators use these findings to better facilitate targeted professional development for agricultural mechanics. We also call for future needs assessments in agricultural mechanics to consider using the ranked discrepancy model.
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Byrd, A. P., Anderson, R. G., Paulsen, T. H., & Schultz, M. J. (2015). Does the number of post-secondary agricultural mechanics courses completed affect teacher competence? Journal of Agricultural Education, 56(1), 20–31. https://doi.org/10.5032/jae.2015.01020 DOI: https://doi.org/10.5032/jae.2015.01020
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Cronbach, L.J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika 16, 297–334. https://doi.org/10.1007/BF02310555 DOI: https://doi.org/10.1007/BF02310555
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, mail, and mixed-mode surveys: The tailored design method (4th ed.). John Wiley & Sons. DOI: https://doi.org/10.1002/9781394260645
Field, A. (2018). Discovering statistics using IBM SPSS statistics: North American edition. Sage.
Franklin, E. A. (2020). Alternative energy sources: Is the topic suitable for school-based agricultural education? The Agricultural Education Magazine, 92(6), 14–15. https://www.naae.org/profdevelopment/magazine/archive_issues/Volume92/2020%2005%20--%20May%20June.pdf
Goode, R. B. (1959). Adding to the stock of physical and human capital. The American Economic Review, 49(2), 147–155. https://www.jstor.org/stable/1816110
Gorter, E. K., & Swan, B. G. (2018). Impact of agricultural mechanics camp on intentions to teach. Journal of Agricultural Education, 59(4), 301–314. https://doi.org/10.5032/jae.2018.04301 DOI: https://doi.org/10.5032/jae.2018.04301
Granberry, T., Blackburn, J. J., & Roberts, R. (2023). The state of agricultural mechanics in the preparation of school-based agricultural education teachers. Journal of Agricultural Education, 64(4), 144–158. https://doi.org/10.5032/jae.v64i4.160 DOI: https://doi.org/10.5032/jae.v64i4.160
Granberry, T., Roberts, R., & Blackburn, J. J. (2022). “A challenge that I’m willing to take on:” The self-efficacy of female undergraduate students in agricultural mechanics. Journal of Agricultural Education, 63(3), 44–58. https://doi.org/10.5032/jae.2022.03044 DOI: https://doi.org/10.5032/jae.2022.03044
Hainline, M. S., Sorenson, T. J., & Chumbley, S. B. (2018). Perceived self-efficacy of pre-service agricultural science teachers toward agricultural mechanization. Journal of Agricultural Systems, Technology, and Management, 29, 1–14. http://jastm.org/index.php/jastm/article/view/52/58
Han, G., & Martin, R. A. (2015). Perceptions of agriculture teachers regarding education about biomass production in Iowa. Journal of Agricultural Education, 56(3), 1–15. https://doi.org/10.5032/jae.2015.03001 DOI: https://doi.org/10.5032/jae.2015.03001
Hancock, J. P., Edgar, D. W., Pate, M. L., & Hoover, W. B. (2017). Agricultural mechanics and technology systems. Goodheart-Wilcox
Heidenreich, A. E., Clemons, C. A., Lindner, J. R., & Foshee, W. (2020). Assessing teacher practices related to precision agriculture in secondary agriculture education. Journal of Southern Agricultural Education Research, 70, 1–13. http://jsaer.org/wp-content/uploads/2020/12/70-Heidenreich-Clemons-Lindner-Foshee.pdf
Hoerner, T., & Beckum, V. (1990). Factors related to safety instruction in secondary mechanics programs in seven selected states. [Paper presentation] Agricultural Mechanics Special Interest Group during the 44th Annual Central States Seminar in Agricultural Education/Agribusiness. Chicago, IL.
Hubert, D. J., & Leising, J. (2000). An assessment of agricultural mechanics course requirements in agriculture teacher education programs in the United States. Journal of Southern Agricultural Education Research, 50(1), 24–36 http://www.jsaer.org/pdf/vol50Whole.pdf
Johnson, N., Reidy, L., Droll, M., & LeMon, R. E. (2012). Program requirements for associates’ and bachelor’s degrees: A national survey. https://www.insidehighered.com/sites/default/server_files/files/Program%20Requirements%20-%20A%20National%20Survey(1).pdf
King, L. G., McKim, A. J., Raven, M. R., & Pauley, C. (2019). New and emerging technologies: Teacher needs, adoption, methods, and student engagement. Journal of Agricultural Education, 60(3), 277–290. https://doi.org/10.5032/jae.2019.03277 DOI: https://doi.org/10.5032/jae.2019.03277
Kleinjan, M., & Marx, A. A. (2018, May). AAAE Degree Resource – Revised May 2018. American Association for Agricultural Education. http://aaaeonline.org/AgEdInstitutions
Koel, L., Mazur, G. A., Moniz, B. J., & Radcliff, R. B. (2013). Agricultural technical systems and mechanics. American Technical Publishers.
Leiby, B., Robinson, J. S., & Key, J. (2013). Assessing the impact of a semester-long course in agricultural mechanics on pre-service agricultural education teachers’ importance, confidence, and knowledge of welding. Journal of Agricultural Education, 54(1), 179–192. https://doi.org/10.5032/jae.2013.01179 DOI: https://doi.org/10.5032/jae.2013.01179
McKim, B. R., & Saucier, P. R. (2011). Agricultural mechanics laboratory management professional development needs of Wyoming secondary agriculture teachers. Journal of Agricultural Education, 52(3), 75–86. https://doi.org/10.5032/jae.2011.03075 DOI: https://doi.org/10.5032/jae.2011.03075
McKim, B. R., & Saucier, P. R. (2013). A 20-year comparison of teachers’ self-efficacy of agricultural mechanics laboratory management. Journal of Agricultural Education, 54(1), 153–166. https://doi.org/10.5032/jae.2013.01153 DOI: https://doi.org/10.5032/jae.2013.01153
Mills, D., Anderson, R. G., & Paulsen, T. H. (2019). Does the quantity of agricultural mechanics training received as secondary students affect teacher competency? Journal of Agricultural Systems, Technology, and Management, 30, 10–21. http://jastm.org/index.php/jastm/article/view/69/66
Narine, L. K., & Harder, A. (2021) Comparing the Borich model with the ranked discrepancy model for competency assessment: A novel approach. Advancements in Agricultural Development, 2(3), 96–111. https://doi.org/10.37433/aad.v2i3.169 DOI: https://doi.org/10.37433/aad.v2i3.169
National Council for Agricultural Education. (2015). AFNR career cluster content standards: Power, structural, and technical systems career pathway. https://ffa.app.box.com/s/n6jfkamfof0spttqjvhddzolyevpo3qn/file/294153974176
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