Conceptualizing Curriculum Planning: Analyzing Agricultural Educators’ Instructional Planning Processes

Abstract

Instructional planning is a complex process that requires school-based agricultural education (SBAE) teachers to balance student needs, curricular demands, and contextual factors such as FFA activities and local industry requirements. This study examined how SBAE teachers conceptualize instructional planning using Conceptual Content Cognitive Mapping (3CM) and follow-up interviews. Fifty teachers participated in a card-sorting activity that generated composite mental models of instructional planning, then  three teachers engaged in semi-structured interviews to elaborate on their decision-making processes. Analysis of the composite maps revealed six clusters of thought that structure teachers’ cognitive models: curriculum guides, resources, evidence of learning, instructional methods, student prior experience, and considerations and context. Interview data further illuminated five themes shaping teachers’ practices: backward design, flexible instructional design, use of resources and tools, differentiation, and embedded teaching philosophies. These themes closely aligned with and elaborated on the clusters identified in the mental model, illustrating how teachers integrate curricular structures, contextual demands, and student-centered approaches in planning instruction. Findings highlight the pedagogical design capacity of SBAE teachers, demonstrating both structured frameworks and adaptive strategies in instructional planning. Implications suggest that professional development should support teachers in making their philosophies explicit, strengthening backward design practices, and enhancing flexibility to meet contextual demands. This research contributes to a deeper understanding of instructional planning in SBAE and informs efforts to improve teacher preparation and support.