EXAMINING THE INSTRUCTIONAL PLANNING PROCESS TAUGHT IN AGRICULTURAL EDUCATION TEACHER PREPARATION PROGRAMS: PERSPECTIVES OF UNIVERSITY FACULTY

Abstract

Instructional planning is a curricular topic in teacher preparation programs, but limited research in agricultural education has been conducted in this area. The purpose of this study was to examine aspects of the instructional planning process that are taught to agricultural education preservice teachers. Survey research and content analysis of course materials was utilized to collect and analyze data. The population for the study was a census of agricultural education teacher educators who taught instructional planning to preservice teachers at land grant institutions during 2006-2007. This study found that the two most frequent instructional planning models being taught were the Allen 4-step and the Madeline Hunter direct instructional model. A majority of the instructional plan components being utilized were aligned with Searcy and Maroney’s (1996) literature review; however, notable exceptions pertained to estimated time required and reflection. Teacher educators were most frequently requiring Methods of Teaching Agriculture (Newcomb, McCracken, Warmbrod, & Whittington, 2004) as a required text and a course Web site as a required student reading resource. This study concluded that while instructional plan requirements did not change at a number of institutions during student teaching compared with when taught during coursework, there were changes whereby a more succinct or more expanded instructional plan was required.