Teacher Induction Programs in Agricultural Education: Description of the Role of AAAE Higher Education Teacher Preparation Programs

Abstract

The purpose of this study is to report findings from a survey of AAAE-member colleges and universities' involvement in professional induction activities of agricultural education teachers. The basis for this research comes from five teacher induction program goals proposed by Johnston and Kay (1987) that serve as a context for presenting the data. Responses were obtained from 62 AAAE-member institutions representing Puerto Rico and 37 states. Beginning teacher induction activities are conducted by 66% of AAAE-teacher preparation institutions. The majority (73.3%) conduct workshops targeting beginning teachers. Slightly more than half (55.1 %) indicated that no other faculty besides agricultural education faculty are involved in induction activities, and 18.4% conduct induction activities as part of a formal agreement with school districts. The institutions participate through collaboration with state departments of education and state teachers associations; provide mentoring to new teachers, and consultation. Teacher induction is generally not counted in the faculty workload and is recognized as a service to the profession. Finally, the total number of student teachers prepared, the total number accepting teaching positions, participating in teacher induction activities and the number not returning after their first year is reported.