Determining the Antecedents of Preparation of SBAE Teachers Who Effectively Facilitate Learning in SBAE Laboratories
DOI:
https://doi.org/10.5032/jae.v67i2.3033Keywords:
SBAE, LaboratoriesAbstract
The purpose of this qualitative study was to discover how expert school-based agricultural education (SBAE) teachers describe the experiences which best prepared them to have the ability to teach, manage, and facilitate learning activities in agricultural education laboratories. SBAE teachers teach technical skills and how to safely and properly use equipment associated with those skills, such as electrical, welding, woodworking, greenhouse watering and heating systems, aquaculture systems, and agricultural mechanics. All of these skills are demonstrated, practiced, and are mastered in agricultural education laboratories. Perhaps adequate training of pre-service SBAE teachers, particularly in the most common laboratories such as greenhouses, agricultural mechanics labs, carpentry labs, and welding laboratories would help mitigate the growing SBAE teacher attrition rate and ensure that proper laboratory teaching techniques and management is implemented. The teachers participating in this study had an average of 13.4 (σ = 8.5) years of teaching experience in laboratories. After conducting interviews with all teachers, two themes that emerged from this study, (1) teachers accredited their ability to teach in SBAE laboratories to experiences in informal settings, and (2) teachers accredited their ability to teach in SBAE laboratories to experiences in formal settings. The four supporting four sub-themes were mentorship, secondary agricultural education experiences, underprepared for laboratory instruction, and desire for additional training. Based on this study’s findings, it is recommended beginning teachers be placed with a mentor, and an increase in laboratory training be required for pre-service SBAE teachers.
Downloads
References
Albritton, M. C., & Roberts, T. G. (2020). Agricultural technical skills needed by entry level agriculture teachers: A modified Delphi study. Journal of Agricultural Education, 61(1), 140–151. https://doi.org/https://doi.org/10.5032/jae.2020.01140
Azungah, T. (2018). Qualitative research: Deductive and inductive approaches to data analysis. Qualitative Research Journal, 18(4), 383–400. https://doi.org/10.1108/QRJ-D-18-00035
Barnett, D. (2011). Partnering industry and education for curricular enhancement: A response for greater educational achievement. Online Journal for Workforce Education and Development, 5(2), 5. https://opensiuc.lib.siu.edu/cgi/viewcontent.111
Bird, W., Martin, M., Tummons, J., & Ball, A. (2013). Engaging students in constructive youth-adult relationships: A case study of urban school-based agriculture students and positive adult mentors. Journal of Agricultural Education, 54(2), 29–43. https://doi.org/10.5032/jae.2013.02029
Bryant, J. (2025). Expert panel review and field testing of qualitative instruments. In Thorne, R. (Ed.) Qualitative research methods for dissertation research (pp. 221–250). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-3069-2
Burris, S., Robinson, J. S., & Terry, Jr., R. (2005). Preparation of pre-service teachers in agricultural mechanics. Journal of Agricultural Education, 46(3), 23–34. https://doi.org/10.5032/jae.2005.03023
Chumbley, S., Hainline, M., & Wells, T. (2019). Examining university-level agricultural students’ safety climate attitudes in the agricultural mechanics laboratory. Journal of Agricultural Education, 60(2), 54–68. https://doi.org/doi.org/10.5032/jae.2019.02054
Creswell, J. (2013). Qualitative inquiry research design (3rd ed.). SAGE Publications.
Creswell, J. W. & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches. (4th ed.). SAGE Publications.
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: what teachers should learn and be able to do. Choice Reviews Online, 43(02) https://doi.org/10.5860
DeLay, A., & Washburn, S. (2013). The role of collaboration in secondary agriculture teacher career satisfaction and career retention. Journal of Agricultural Education, 54(4), 104–120. https://doi.org/10.5032/jae.2013.04104
Easterly, R. G. T., & Myers, B. E. (2017). Characteristics of enthusiastic and growing school- based agricultural education teachers: A Delphi approach. Journal of Agricultural Education, 58(2), 1–19. https://doi.org/10.5032/jae.2017.02001
Eck, C. J., Robinson, J. S., Ramsey, J. W., & Cole, K. L. (2019) Identifying the characteristics of an effective agricultural education teacher: A national study. Journal of Agricultural education, 60 (4), 1–18. https://doi.org/10.5032/jae.2019.04001
Griggs, M. (2018). Career & technical education placement. Missouri Department of Education http://moschoolcounselor.org/files/2017/10/Secondary-Follow-up-Help-Document.pdf
Guba, E., & Lincoln, Y. (1985). Fourth generation evaluation. SAGE Publications.
Hainline, M., & Wells, T. (2019). Identifying the agricultural mechanics knowledge and skills needed by Iowa school-based agricultural education teachers. Journal of Agricultural Education, 60(1), 59–79. https://doi.org/10.5032/jae.2019.01004
Harris, D. N., & Sass, T. R. (2007). What makes for a good teacher and who can tell? Center for Analysis of Longitudinal Data in Education, https://www.elcosh.org/record/document/3782/d001295.pdf
Hattie, J. (2003). Teachers make a difference what is the research evidence? Distinguishing expert teachers from novice and experienced teachers. Australian Council for Educational Research (ACER). https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_hattie.pdf
Kaushik, V. & Walsh, C. A. (2019). Pragmatism as a research paradigm and its implications for social work research. Social Sciences, 8(9), 1–17. https://doi.org/10.3390/socsci8090255
Klein, J. D., & Moore, A. L. (2016). Informal learning in professional and personal life: Performance improvement. Educational Technology, 56(1), 21–26. https://www.jstor.org/stable/44430437
Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120–124. https://doi.org/10.1080/13814788.2017.1375092
Mack, N., Woodsong, C., Macqueen, K., Guest, G., & Namey, E. (2005). Qualitative research methods: A Data Collector’s Field Guide. (3rd ed.). SAGE Publications.
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). SAGE Publications.
McCubbins, O., Anderson, R., Paulsen, T., & Wells, T. (2016). Teacher-perceived adequacy of tools and equipment available to teach agricultural mechanics. Journal of Agricultural Education. 57(3), 223–236. https://doi.org/10.5032/jae.2016.03223
McKim, B., & 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
McKim, B., & 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
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Morgan, D. L. (2014). Pragmatism as a paradigm for social research. Qualitative Inquiry, 20(8), 1045–1053. https://doi.org/10.1177/1077800413513733
Morse, J. M., & Mitcham, C. (2002). Exploring qualitatively-derived concepts: Inductive—deductive pitfalls. International Journal of Qualitative Methods, 1(4), 28–35. https://doi.org/10.1177/160940690200100404
Pegg, A., Waldock, J., Lawton, R., & Hendy-Isaac, S. (2006). Employers want MBAs with work experience. In Studies in Higher Education, 14(1). https://doi.org/10.1080/03797720802522627
Phipps, L. J., Osborne, E. W., Dyer, J. E., & Ball, A. (2008). Handbook on agricultural education in public schools (6th Ed). Thomson Delmar Learning.
Proudfoot, K. (2023). Inductive/deductive hybrid thematic analysis in mixed methods research. Journal of Mixed Methods Research, 17(3), 308–326. https://doi.org/10.1177/15586898221126816
Roberts, G., & Ball, A. (2009). Secondary agricultural science as content and context for teaching. Journal of Agricultural Education, 50(1), 81–91. https://doi.org/10.5032/jae.2009.01081
Roberts, T. G., & Dyer, J. E. (2004). Characteristics of effective agriculture teachers. Journal of Agricultural Education, 45(4), 82–95. https://doi.org/10.5032/jae.2004.04082
Sanders, K., Smalley, S., & Hainline, M. (2023). Evaluating the preparation of pre-service school-based agricultural education teachers in laboratory-based courses. Journal of Agricultural Education, 64(2), 11–29. https://doi.org/10.5032/jae.v64i2.71
Sargeant, J. (2012). Qualitative research part II: Participants, analysis, and quality assurance. Journal of Graduate Medical Education, 4(1), 1–3. https://doi.org/10.4300/JGME-D-11-00307.1
Saucier, R., McKim, B., & Tummons, J. (2012). A Delphi approach to the preparation of early–career agricultural educators in the curriculum area of agricultural mechanics: Fully qualified and highly motivated or status quo? Journal of Agricultural Education, 53(1), 136–149. https://doi.org/10.5032/jae.2012.01136
Shoulders, C. W., & Myers, B. E. (2013). Teachers’ use of experiential learning stages in agricultural laboratories. Journal of Agricultural Education, 54(3), 100–115. https://doi.org/10.5032/jae.2013.03100
Shoulders, C. W., & Myers, B. E. (2012). Teachers’ use of agricultural laboratories in secondary agricultural education. Journal of Agricultural Education, 53(2), 124–138. https://doi.org/10.5032/jae.2012.02124
Shoulders, C., Blythe, J., & Myers, B. (2013). Teachers’ perceptions regarding experiential learning attributes in agricultural laboratories. Journal of Agricultural Education, 54(2), 159–173. https://doi.org/10.5032/jae.2013.02159
Smalley, S., & Hainline, M. (2024). Exploring pre-service teachers’ training needs related to technical agriculture, teaching and classroom management. Journal of Agricultural Education, 65(2), 1–14. https://doi.org/10.5032/jae.v65i2.55
Stripling, C., & Ricketts, J. (2020). American association for agricultural education national research agenda. Review of Scientific Instruments, 84(5). https://doi.org/10.1063/1.4807153
Swafford, M., & Hagler, P. (2018). Beginning SBAE teachers’ metal fabrication knowledge needs: Implications for teacher preparation. Journal of Agricultural Education, 59(1), 287–296. https://doi.org/10.5032/jae.2018.01287
Trickett, L., Byrd, A. P., Anderson, R. G., & Haynes, J. C. (2023). Preparing pre-service agricultural education teachers to teach agricultural mechanics: Are we doing enough? Journal of Agricultural Education, 64(3), 261–273. https://doi.org/10.5032/jae.v64i3.80
Tummons, J., Langley, C., Reed, J., & Paul, E. (2017). Concerns of female pre-service teachers in teaching and supervising the agricultural mechanics laboratory. Journal of Agricultural Education, 58(3), 19–36. https://doi.org/10.5032/jae.2017.03019
Wells, T., Hainline, M. S., Rank, B. D., Sanders, K. W., & Chumbley, S. B. (2021). A regional study of the agricultural mechanics knowledge and skills needed by school-based agricultural education teachers. Journal of Agricultural Education, 62(2), 148–166. https://doi.org/10.5032/jae.2021.02148
Wells, T., Matthews, J., Caudle, L., Lunceford, C., Clement, B., & Anderson, R. (2015). The infusion of inquiry-based learning into school-based agricultural education: A Review of literature. Journal of Agricultural Education, 56(4), 169–181. https://doi.org/10.5032/jae.2015.04170
Wells, T., Perry, D., Anderson, R., Shultz, M., & Paulsen, T. (2013). Does prior experience in secondary agricultural mechanics affect pre-service agricultural education teachers’ intentions to enroll in post-secondary agricultural mechanics coursework? Journal of Agricultural Education, 54(4), 222–223. https://doi.org/10.5032/jae.2013.04222
Wells, T., Smalley, S., & Rank, B. (2018). Early field experience course students’ perceptions of school-based agricultural education laboratory environments. Journal of Agricultural Education, 59(3), 243–257. https://doi.org/10.5032/jae.2018.03243
Whittington, M. S. (2005). The presidential address to the association for career and technical education research: Using standards to reform teacher preparation in career and technical education: A successful reformation. Career and Technical Education. https://scholar.lib.vt.edu/ejournals/CTER/v30n2/whittington.html
Young, B., Edwards, C., & Leising, J. (2009). Does a math-enhanced curriculum and instructional approach diminish students’ attainment of technical skills? A year-long experimental study in agricultural power and technology. Journal of Agricultural Education, 50(1), 116–126. https://doi.org/10.5032/jae.2009.01116
Zelhart, A. C. (2011). An exploration of the perceptions and experiences of Illinois secondary administrators toward agricultural education and their preferences for a quality agricultural education program. [Masters Thesis University of Illinois at Urbana-Champaign]. ProQuest Dissertations and Theses Global. http://hdl.handle.net/2142/26023
Downloads
Published
How to Cite
Issue
Section
