School based agricultural education (SBAE) teachers are required to have expertise in pedagogy and a complex array of agricultural content areas. This study integrated an experience with agricultural technical skills and pedagogical experimentation for preservice teachers in a teaching methods course. An integrated skills acquisition (ISA)…

University agricultural educators are challenged to employ innovative approaches to prepare undergraduates in agriculture and natural resources to address complex global problems while understanding interconnected systems. Undergraduates, current members of Generation Z (Gen Z), prefer environmental sustainability and innovation, but solutions for…

Students need to develop cross-cultural awareness and understanding, which has led educational institutions to create high-impact global programs to enhance their learning. Global service-learning, a U.S.-based pedagogy, interconnects service-learning, study abroad, and international education programs. A service-learning program of our study in…

Inquiry-based and problem-based learning are teaching strategies that classrooms across the United States are utilizing. Many agricultural education programs have incorporated hands-on or experiential learning activities, not only to teach their students, but to allow students to develop different skills to be successful within the agricultural…

The student teaching experience is one of the most impactful and formative experiences of any preservice teachers' career. Student teaching provides preservice teachers with the professional knowledge and skills needed to be successful teachers through concrete experiences, which formalize professional behaviors. This longitudinal linear mixed…

Agricultural and Life Science (AgLS) research tends to focus on the need for a globally competent workforce prepared to work with diverse populations. However, as AgLS education mirrors society, minoritized populations in AgLS are marginalized and othered. Further, AgLS curricula continues to frame agriculture through a white male lens;…

The purpose of this quantitative study was to determine the amount of preparation Iowa inservice secondary agricultural education teachers received in agricultural mechanics at the university level. Secondary School Based Agricultural Education instructors attending the Iowa Association of Agricultural Educators' summer conference were given a…

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…

Educational leaders implement professional development activities to facilitate teacher learning and growth. Each summer, scores of secondary agriculture teachers attend Curriculum for Agricultural Science Education (CASE) institutes as a form of professional development. Recently, teacher preparation programs have begun offering CASE institutes…

Strong literacy skills are needed to be successful in the 21st century. All teachers are charged with developing students' literacy skills and abilities. To help better prepare preservice teachers for this task, students at the University of Missouri are required to take a Reading in the Content Area (RICA) course. This intrinsic case study…

As novice teachers gain experience, they are more efficacious and likely to overcome adversity. The more authentic, rigorous, and frequent the experience in preservice methods coursework, the better prepared candidates are to teach. We used a mixed methods, convergent, nested design to examine the Teacher Self-Efficacy (TSE) of 21 SBAE preservice…

Over the last three years, agricultural educators have demonstrated a strong preference for the coaching role, as defined by the Kolb Educator Role Profile (KERP). The purpose of this collective case study was to better understand why this dominant coach preference exists in Oklahoma preservice agricultural educators. Kolb Educator Role Profile…

In this study, we examined using a Disciplinary Literacy Project (DLP) to develop secondary agricultural education preservice teachers' disciplinary literacy perspectives and practices. Our findings revealed that the three preservice teachers developed a deeper understanding of agricultural literacies and applied this knowledge in different ways…

In the 1990s, higher education institutions began to dedicate substantial resources to support the integration of service-learning (SL) in courses across university campuses. However, a dearth in the knowledge base endures in regard to understanding how faculty members', and especially agricultural education teacher educators', underlying beliefs…

Service-learning (SL) appears to have influenced school-based, agricultural education (SBAE) since its early inception. And current trends suggest the method may be gaining increased interest in the discipline. However, little is known about the role that agricultural education teacher educators' beliefs and intentions play in deterring SL's use…