Guiding Professional Development Through Perceived Barriers, Motivation, and Attitudes in Biotechnology Education
DOI:
https://doi.org/10.5032/jae.v67i4.3254Keywords:
Biotechnology, Professional Development, Curriculum, Training, School-Based Agricultural Education Curriculum, AgriscienceAbstract
With recent advancements in science and technology inside and outside of the agriculture industry, biotechnology is becoming an increasingly relevant topic within school-based agricultural education (SBAE). The purpose of this study was to explore SBAE teachers’ background in teaching biotechnology concepts, their professional experiences within biotechnology, and their motivation and perceived barriers to including biotechnology concepts within their curriculum. We utilized a case study approach, treating the individual perspectives and ideas shared by participants as their own individualized cases. A total of 12 semi-structured, one-on-one interviews were scheduled. Data were analyzed using open coding, and generated six overarching themes. Participating educators possessed working knowledge and were able to discuss connections between key biotechnology terms, including genetic engineering and transgenic, and spoke fondly of any professional development experiences they were able to engage in, such as courses, CASE training, workshops offered by NAAE, and more. Despite training and resources available to them, some educators do not implement biotechnology into their curriculum; teachers reported barriers including limited time, knowledge, and funding to implement biotechnology within their curriculum. However, despite these barriers, educators shared great enthusiasm and success in implementing biotechnology, recognizing biotechnology helps students advance their career skills, along with their ability to be well-informed and agriculturally-literate consumers. It is recommended that professional development resources and curriculum continue to be developed to support agricultural educators in implementing biotechnology within the classroom, and that further research addresses the barriers to teachers attending and engaging in these professional development experiences.
Downloads
References
ACTE (2019). Agricultural education division. https://www.acteonline.org/about/structure/divisions/agricultural-education-division/
AgBiosafety (2001). AgBiosafety: University of Nebraska-Lincoln. http://agbiosafety.unl.edu/education/summary.htm
American Institutes for Research. (2019, May 08). Stages of concern: Concerns-based adoption model. https://www.air.org/resource/stages-concern
Behrooz, R., Mosayeb, G., Amirhossein, A., & Mohammad, H. B. (2014). The role of the internet in the professional development of agricultural educators: The case study of Kermanshah Province, Iran. Journal of Agricultural Extension and Rural Development,6(6), 209–215. https://doi.org/10.5897/jaerd2014.0606
Bigler, A. M., & Hanegan, N. L. (2010). Student content knowledge increases after participation in a hands-on biotechnology intervention. Journal of Science Education and Technology,20(3), 246–257. https://doi.org/10.1007/s10956-010-9250-7
Borgerding, L. A., Sadler, T. D., & Koroly, M. J. (2012). Teachers’ concerns about biotechnology education. Journal of Science Education and Technology,22(2), 133–147. https://doi.org/10.1007/s10956-012-9382-z
Boone, H., Gartin, S., Boone, D., & Hughes, J. (2006). Modernizing the agricultural education curriculum: An analysis of agricultural education teachers’ attitudes, knowledge, and understanding of biotechnology. Journal of Agricultural Education,47(1), 78–89. https://doi.org/10.5032/jae.2006.01078
Borlaug, N. (1970, December 11). The green revolution, peace, peace, and humanity. https://www.nobelprize.org/prizes/peace/1970/borlaug/lecture/The Nobel Peace Prize 1970
Brossard, D., & Nisbet, M. C. (2006). Deference to scientific authority among a low information public: Understanding U.S. opinion on agricultural biotechnology. International Journal of Public Opinion Research,19(1), 24–52. https://doi.org/10.1093/ijpor/edl003
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
Campbell, M. & Martin, R. (1992). Qualitative research as a tool for agricultural and extension education. Journal of Agricultural Education, 33(4), 55–60. https://doi.org/10.5032/jae.1992.04055
Conroy, C. A. (2000). Reinventing career education and recruitment in agricultural education for the 21st century. Journal of Agricultural Education,41(4), 73–84. https://doi.org/10.5032/jae.2000.04073
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher,38(3), 181–199. https://doi.org/10.3102/0013189x08331140
Dicicco-Bloom, B. & Crabtree, B.F. (2006). The qualitative research interview. Medical Education, 40, 314–321. https://doi.org/10.1111/j.1365-2929.2006.02418.x
Dooley, K. (2007). Viewing agricultural education research through a qualitative lens. Journal of Agricultural Education,48(4), 32–42. https://doi.org/10.5032/jae.2007.04032
Easterly, R. G., & Myers, B. (2017). You seize what pops up: A qualitative investigation of the core features of school-based agricultural education professional development. Journal of Agricultural Education,58(3), 56–71. https://doi.org/10.5032/jae.2017.03056
FAO. (2017). The future of food and agriculture – Trends and challenges. Rome.
Fernbach, P., Light, N., Scott, S., Ibar, Y., Rozin, P. (2019) Extreme opponents of genetically modified foods know the least but think they know the most. Nature Human Behaviour(3), 251–256. https://doi.org/10.1038/s41562-018-0520-3
FFA New Horizons. (2016). Career overview: Plant systems. https://www.ffa.org/ag-101/career-overview-plant-systems/
Flick, U., & Foster, J. (2009). Social representations. In Willig, C. & Stainton Rogers, W. (Eds.) The SAGE handbook of qualitative research in psychology (pp. 195–214). https://doi.org/10.4135/9781848607927.n12
Garst, B., Baughman, S., & Franz, N. (2014). Benchmarking professional development practices across youth-serving organizations: Implications for extension. Journal of Extension, 52(5). http://www.joe.org/joe/2014october/a2.php
Gaus, N. (2017). Selecting research approaches and research designs: A reflective essay. Qualitative Research Journal, 17(2), 99–112. https://doi.org/10.1108/QRJ-07-2016-0041
Gillespie, B. M., & Giardino, J. R. (1998). Explaining the importance of operational definitions to students. Journal of Geoscience Education, 46. 427–430. https://doi.org/10.5408/1089-9995-46.5.427
Fernandez, J. M., Goecker, A., Smith, E., Moran, E. R., Wilson, C. A. (2020). Employment opportunities for college graduates in food agriculture, renewable natural resources, and the environment. United States Department of Agriculture; National Institute of Food and Agriculture. https://www.purdue.edu/usda/employment/
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomized controlled trial of Quality Teaching Rounds. Teaching and Teacher Education,68, 99–113. https://doi.org/10.1016/j.tate.2017.08.007
Gorozidis, G., & Papaioannou, A. G. (2014). Teachers' motivation to participate in training and to implement innovations. Teaching and Teacher Education, 39, 1–11. https://doi.org/10.1016/j.tate.2013.12.001
Gubrium, J. F., & Holstein, J. A. (Eds.) (2003). Postmodern interviewing. SAGE Publications. https://doi.org/10.4135/9781412985437
Hall, G. & Hord, S. (2001). Implementing change: Patterns, principles, and potholes. Allyn & Bacon.
Herren, R. V. (2013). Introduction to biotechnology: An agricultural revolution (2nd ed.). Cengage Learning.
Hill, A. E., Ornelas, I., & Taylor, J. E. (2021). Agricultural labor supply. Annual Review of Resource Economics, 13(1), 39–64. https://doi.org/10.1146/annurev-resource-101620-080426
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
Lambert, M. D. (2014). What are the teachers’ experiences when implementing the Curriculum for Agricultural Science Education? Journal of Agricultural Education, 55(4), 100–115. https://doi.org/10.5032/jae.2014.04100
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry.
Marx, A. A., Simonsen, J. C., & Kitchel, T. (2014). Secondary agricultural education program and human influences on career decision self-efficacy. Journal of Agricultural Education, 55(2), 214–229. https://doi.org/10.5032/jae.2014.02214
Mercier, S. (2015). Food and agricultural education in the United States (pp. 1–24, Working paper). AGree. www.foodandagpolicy.org/sites/default/files/AGree_Food and Ag Ed in the US_0.pdf
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. Wiley.
Morgan, D. L. (2014). Pragmatism as a paradigm for social research. Qualitative Inquiry, 20(8), 1045–1053. https://doi.org/10.1177/1077800413513733
Mowen, D., Wingenbach, G., Roberts, G., & Harlin, J. (2007). Agricultural science teachers’ barriers, roles, and information source preferences for teaching biotechnology topics. Journal of Agricultural Education,48(2), 103–113. https://doi.org/10.5032/jae.2007.02103
Mulder, M. & Kupper, H. (2006) The future of agricultural education: The case of the Netherlands. The Journal of Agricultural Education and Extension, 12 (2), 127–139. https://doi.org/10.1080/13892240600861658
Mwita, K. (2022). Factors influencing data saturation in qualitative studies. International Journal of Research in Business and Social Science (2147-4478), 11(4), 414–420. https://doi.org/10.20525/ijrbs.v11i4.1776
Myers, B. (2005). Incorporating science, math and reading into the agriculture classroom: The role of the laboratory. The Agricultural Education Magazine, 77(5), 14–15. https://www.naae.org/naae/document-server/?cfp=/naae/assets/file/public/magazine/volume77/v77i5.pdf
National Academies of Sciences, Engineering, and Medicine (2016). Genetically engineered crops: Experiences and prospects. The National Academies Press. http://doi.org/10.172263/23395
National Council for Agricultural Education (2023). Ag education. https://thecouncil.ffa.org/ageducation/
National Research Council (NRC). (1988). Understanding agriculture: New directions for education. Washington: National Academy Press.
Nobel Media (2025). Norman Borlaug biographical. https://www.nobelprize.org/prizes/peace/1970/borlaug/biographical/
O’Sullivan, M. C. (2002). Effective follow-up strategies for professional development for primary teachers in Namibia. Teacher Development,6(2), 181–203. http://doi.org/10.1080/13664530200200164
Parr, D. & Edwards, M. C. (2007). Designing sustainable agricultural education: Academics’ suggestions for an undergraduate curriculum at a land grant university. Agriculture and Human Values, 24, 523–533. https://doi.org/10.1007/s10460-007-9084-y
Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). SAGE Publications.
Renner-Turnbull, S. (2019). Professional development with an emphasis on barriers, motivation, and attitudes regarding teaching biotechnology concepts (Publication No. 2261494) [Doctoral dissertation, Iowa State University]. Iowa State University Digital Repository.
Rhodes, C., Stokes, M., & Hampton, G. (2004). A practical guide to mentoring, coaching, and peer-networking: Teacher professional-development in schools and colleges. Bell & Bain Ltd.
Rogers, E. M. (1995). Diffusion of innovations. Free Press.
Skelton, P., Seevers, B., Dormody, T., & Hodnett, F. (2012). A conceptual process model for improving youth science comprehension. Journal of Extension,50(3). https://doi.org/10.34068/joe.50.03.47
Snyder, P., Hemmeter, M. L., Meeker, K. A., Kinder, K., Pasia, C., McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants and Young Children, 25, 188–212. https://doi.org/10.1097/IYC.0b013e31825a1ebf
Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resource (3rd ed.). John Wiley & Sons Inc.
Thompson, G. W. & Balschweid, M. A. (1999). Attitudes of Oregon agricultural science and technology teachers toward integrating science. Journal of Agricultural Education, 40(3), 21–29. https://doi.org/10.5032/jae.1999.03021
United National Department of Economic and Social Affairs (UN DESA). (2010). United Nations: World population prospects: The 2008 revision, Volume 1: Comprehensive Tables and United Nations, World Population Prospects: The 2008 Revision, Highlights. Population and Development Review,36(4), 854-855. https://doi.org/10.1111/j.1728-4457.2010.00368.x
U.S. Bureau of Labor Statistics. (2019, April 12). Biological technicians: Occupational outlook handbook. https://www.bls.gov/ooh/life-physical-and-social-science/biological-technicians.htm
U.S. Farmers & Ranchers Alliance (2011, September 22) Nationwide Surveys Reveal Disconnect Between Americans and their Food. PR Newswire. https://www.prnewswire.com/news-releases/nationwide-surveys-reveal-disconnect-between-americans-and-their-food-130336143.html
Virginia Tech Fralin Life Sciences Institute. (n.d.). Biotech-in-a-Box. https://fralin.vt.edu/education-and-outreach/biotech-in-a-box.html
Warnick, B., & Thompson, G. (2007). Barriers, support, and collaboration: A comparison of science and agriculture teachers’ perceptions regarding integration of science into the agricultural education curriculum. Journal of Agricultural Education,48(1), 75–85. https://doi.org/10.5032/jae.2007.01075
Werner, C. D., Linting, M., Vermeer, H. J., Van IJzendoorn, M. H. (2016). Do intervention programs in childcare promote the quality of caregiver-child interactions? A meta-analysis of randomized controlled trials. Prevention Science, 17(2), 259–273. https://doi.org/10.1007/s11121-015-0602-7
Wildemuth, B. M. (Ed.). (2016). Applications of social research methods to questions in information and library science (2nd ed.). Libraries Unlimited Incorporated.
Willis, J. (1992). Technology diffusion in the "soft disciplines.” Computers in the Schools,9(1), 81–106. https://doi.org/10.1300/j025v09n01_07
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Zeller, M. (2002). Agricultural biotechnology education. https://www.questia.com/library/journal/1P3-115402315/agricultural-biotechnology-education
Downloads
Published
How to Cite
Issue
Section
