Voges, S., Rayfield, J., Doss, W., Lawver, D., and Ritz, R. (2020). A comparison of early career agricultural teacher training received, current practices and perceptions of instructional methods. Journal of Agricultural Education, 61(3), 182-193. https://doi.org/10.5032/jae.2020.03182

The purpose of this study was to determine early career agricultural teachers’ preparation and practice
of various instructional methods in agricultural education. Training received in instructional methods
and percentage of time spent using instructional methods were examined. Two-thirds of the participants
of this study reported receiving training in all 10 of the identified instructional methods through their
teacher certification program. Cooperative learning, demonstration, and lecture emerged as the most
frequently used instructional methods while field trips, role play, and guest speakers were reported as
the least used instructional methods. Participants only reported high confidence in using two
instructional methods, demonstration and cooperative learning. Teachers identified only
demonstration and cooperative learning as effective instructional methods for their classrooms. All
other methods were reported as moderately effective. It was recommended that teacher preparation
programs teach pre-service teachers how to select the appropriate instructional method for the
environmental factors at hand.

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