Ferand, N. K., DiBenedetto, C. A., Thoron, A. C., & Myers, B. E. (2020). Agriscience teacher professional development focused on teaching stem principles in the floriculture curriculum. Journal of Agricultural Education, 61(4), 189-202. http://doi.org/10.5032/jae.2020.04189

Agriscience teachers help support the mission of the American Floral Endowment to inspire
people to pursue careers working with plants by providing curricula related to ornamental
horticulture. Nevertheless, an overall understanding of how the horticulture industry is connected
to the studies of science, technology, engineering, and mathematics (STEM) has left a shortage of
skilled professionals. A professional development program was designed to provide agriscience
teachers with experiences focused on STEM concepts taught in horticulture and floriculture
curricula. The Science Teaching Efficacy Belief (STEB) instrument was used before and after the
three days of content specific inquiry-based instruction to determine participants’ perceptions of
their performance pre, post, and post-post. While teachers showed growth in their mean scores
for the Science Teaching Outcome Expectancy (STOE) and Personal Science Teaching Efficacy
Beliefs (PSTEB) constructs of the STEB between all three testing periods, no significant
difference was found across the period-of-time. It is recommended that teacher educators
consider how to create professional development experiences for agriscience teachers that target
content to positively impact teacher self-efficacy. Further, it is recommended that professional
development opportunities contain follow-up communication to determine whether teachers
utilize curricular resources and ascertain how the teacher’s new knowledge is transferred to
inform instructional change. The final recommendation is to measure student learning outcomes
as a result of content-specific teacher professional development.

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