Cultivating Pedagogical Design Capacity in Global Agriculture: Assessing Educator Perceptions of Global Issues Instruction in Pre-service Student Teaching Candidates and Agricultural Teacher Educators
DOI:
https://doi.org/10.5032/jae.v67i1.3179Keywords:
Global Competency, Global Learning, Professional DevelopmentAbstract
Global learning in agriculture can be grounded in strategic language, such as the United Nations Sustainable Development Goals (UNSDGs). Previous studies have documented educators' desire to integrate global issues, as framed by global learning resources such as the UNSDGs, into their instruction; however, they lack the resources and training to do so. Educators who participate in professional development to improve their instructional design capacity are often provided frameworks like the UNSDGs to assist in guiding instruction related to sustainable development, but gaps exist in the literature on the assessment of educator awareness, importance, and implementation of the UNSDGs, as well as their confidence and perceived benefits to integrating global issues into instruction through the UNSDGs. A better understanding of educator perceptions is beneficial in establishing both effective professional development opportunities and models for resource sharing. This descriptive study of pre-service student teaching candidates (n=214) and teacher educators (n=63) surveyed perceptions of global issues integration in agricultural education revealed the highest awareness, importance, and implementation of global issues related to UNSDG (4): Quality Education. Significant discrepancies between importance and implementation were found in five UNSDGs, including: (2) Zero Hunger, (6) Clean Water, (7) Affordable and Clean Energy, (12) Responsible Consumption & Production, and (14) Life Under Water. Additional analysis identified low confidence and high demand for professional development. These results will inform future professional development efforts with more attention to areas where educators have identified a need for support.
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