scholarly journals Overcoming Resistance to Service-Learning’s Use in the Preparation of Teachers for Secondary Agricultural Education: A Reframing of the Method’s Diffusion Challenges

2020 ◽  
Vol 27 (1) ◽  
pp. 15-33
Author(s):  
Richie Roberts ◽  
Craig Edwards
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
Agricultural Education ◽  
Decision Process ◽  
Diffusion Of Innovations ◽  
Teacher Educators ◽  
Contextual Influences ◽  
Diffusion Of Innovations Theory ◽  
Barriers To Adoption ◽  
Method Of Instruction

Although service-learning (SL) has shown promise, its adoption as a method of instruction in secondary agricultural education remains tentative. As such, this philosophical investigation examined how resistance to SL might be uniquely manifested in the context of teacher preparation and the implications for agricultural education if viewed through the lens of Rogers’ (2003) diffusion of innovations theory. After synthesizing related research and theory, we argue the method of instruction’s barriers to adoption include not only a misalignment between teacher educators’ beliefs and practices, but also result from a lack of knowledge, including (a) awareness, (b) how-to, and (c) principles (Rogers, 2003). We also posit that contextual influences at three levels – personal, institutional, and societal – drive or constrain teacher educators’ knowledge of SL during the innovation-decision process. By reframing the problem in this way, implications emerge regarding the difficulties teacher educators may experience as they cross contextual borders and attempt to overcome the knowledge deficiencies likely to influence their pedagogical decision-making. In this regard, we offer an expansion to Rogers’ (2003) innovation-decision process so teacher educators can forecast, isolate, and address better the contextual challenges and knowledge-related problems likely foregrounding their resistance to adopting SL as a method of instruction. Keywords: Diffusion of Innovations theory; innovation-decision process; resistance; service learning; teacher preparation

scholarly journals Tapping into Residents’ Perceptions to Diffuse Landscape Water Conservation and Protection Practices

EDIS ◽  
2022 ◽  
Vol 2022 (1) ◽  
Author(s):  
Colby Silvert ◽  
Laura Warner ◽  
Matt Benge ◽  
John Diaz
Keyword(s):  
Behavior Change ◽  
Agricultural Education ◽  
Water Conservation ◽  
Diffusion Of Innovations ◽  
Landscape Conservation ◽  
Diffusion Of Innovations Theory ◽  
Widespread Adoption ◽  
Landscape Water ◽  
Extension Professionals ◽  
Barriers And Opportunities

This new 4-page article provides real examples of how university researchers used the Diffusion of Innovations theory to analyze Florida residents’ perceptions of landscape conservation and fertilizer behaviors and identify barriers and opportunities to encourage widespread adoption. The information and recommendations are intended for Extension professionals and other practitioners to promote behavior change in household landscaping practices. Written by Colby Silvert, Laura Warner, Matt Benge, and John Diaz and published by the Department of Agricultural Education and Communication.https://edis.ifas.ufl.edu/wc405

Preparing Teacher Candidates for Diverse School Environments

2016 ◽  
pp. 296-312 ◽  
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Preparing Teacher Candidates for Diverse School Environments

2018 ◽  
pp. 296-313
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Pre-Service Teachers and Technology Integration

2018 ◽  
pp. 2198-2220
Author(s):  
David J. Mulder
Keyword(s):  
Technology Integration ◽  
Millennial Generation ◽  
Diffusion Of Innovations ◽  
Teacher Educators ◽  
Digital Native ◽  
Diffusion Of Innovations Theory ◽  
Current Generation ◽  
Use Of Technology ◽  
English Speaking ◽  
Integrate Technology

The current generation of young teachers entering the profession is often presumed to have an easy comfort with and seemingly innate understanding of technology. Prensky (2001) has gone so far as to name them “digital natives” and has claimed that members of the millennial generation “think and process information fundamentally differently from their predecessors” (p. 1). However, recent studies in several English-speaking western nations call the millennial generation's innately skillful use of technology into question, and some studies of millennial teachers indicate that they are, in fact, no better at integrating technology into their teaching than their colleagues from other generations. Rogers' (2003) diffusion of innovations theory provides an alternative to the digital native/digital immigrant approach for explaining teachers' technology integration habits. Based on this approach, suggestions for teacher educators are recommended for training millennial teachers to integrate technology and pedagogy.

Pre-Service Teachers and Technology Integration

2016 ◽  
pp. 730-752
Author(s):  
David J. Mulder
Keyword(s):  
Technology Integration ◽  
Millennial Generation ◽  
Diffusion Of Innovations ◽  
Teacher Educators ◽  
Digital Native ◽  
Diffusion Of Innovations Theory ◽  
Current Generation ◽  
Use Of Technology ◽  
English Speaking ◽  
Integrate Technology

The current generation of young teachers entering the profession is often presumed to have an easy comfort with and seemingly innate understanding of technology. Prensky (2001) has gone so far as to name them “digital natives” and has claimed that members of the millennial generation “think and process information fundamentally differently from their predecessors” (p. 1). However, recent studies in several English-speaking western nations call the millennial generation's innately skillful use of technology into question, and some studies of millennial teachers indicate that they are, in fact, no better at integrating technology into their teaching than their colleagues from other generations. Rogers' (2003) diffusion of innovations theory provides an alternative to the digital native/digital immigrant approach for explaining teachers' technology integration habits. Based on this approach, suggestions for teacher educators are recommended for training millennial teachers to integrate technology and pedagogy.

scholarly journals Disability at the Intersections: Expanding Critical Disability Reflective Practices

2021 ◽  
Vol 1 (2) ◽  
pp. 6-15
Author(s):  
Jerae Kelly ◽  
Brenda Barrio
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Cultural Competency ◽  
Teacher Educators ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Reflective Practices ◽  
Preparation Programs ◽  
Education Teacher ◽  
Method Of Instruction

The development of more culturally competent special education teachers is integral to striving for a more equitable education system for all students. However, the development of cultural competency around disability as diversity, especially from an intersectional lens, is often underrepresented in teacher preparation programs. As a result, if it is included at all, it is often at the discretion of individual teachers willing to incorporate such content into their teacher preparation classes. For teacher educators who are searching for ways to infuse disability as diversity content into their coursework, critical disability studies provides a framework for implementation by supporting teacher candidate’s critical reflective practice. In adopting such a framework, teacher educators can better target the development of cultural competency in their special education teacher candidates. As such, the aim of the present article is to provide a method of instruction to support the development of critical reflective practices in special education teacher preparation programs.

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