Unlocking Participation: Identifying Barriers and Professional Development Needs for SBAE Teachers in Research SAEs
DOI:
https://doi.org/10.5032/jae.v67i2.3328Keywords:
Research SAE, Professional Development Needs, Inquiry Based InstructionAbstract
Research SAEs can be tied with inquiry-based instruction which has many benefits for student learning. Despite benefits and calls for an increase in their use, research SAEs currently only comprise 10% of recorded SAEs. Literature shows SBAE teachers lack confidence in their ability to supervise research SAEs and that they need professional development in this area. Therefore, the purpose of this study was to determine SBAE teacher research SAE professional development needs and identify barriers to participation in this type of SAE. A survey of SBAE teachers in the four FFA regions was conducted to accomplish this purpose. SBAE teachers perceived most research SAE tasks to be more important than their confidence in performing the tasks, indicating the need for professional development. The highest needs were found for supervising invention research SAE projects, providing feedback, supervising project development, supervising analytical research SAE projects, and acquiring project resources. Lack of resources and knowledge about the research process of SAE were the most frequently reported student barriers to participating in research SAEs. Recommendations include professional development focusing on how to supervise each research type (invention, analytical, and experimental). Training should focus on research SAE structure, evaluation, and how to secure resources.
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