Preservice agriculture teachers’ perceived self-efficacy of specific SAE competencies

With the implementation of the supervised agricultural experience (SAE) within school-based agricultural education (SBAE), hands-on learning has changed how students learn in the classroom. SAE programs, a key component of agricultural education, are an example of experiential learning within the SBAE model. The implementation of SAE experiences has been often viewed as difficult for many teachers, and many new agricultural educators struggle with implementing SAE into their classroom instruction. Therefore, this study sought to determine the self-efficacy of preservice agriculture teachers towards the American Association for Agricultural Education-Supervised Agricultural Experience (AAAE) SAE competencies. Results indicated that a majority of preservice teachers considered SAE an important aspect of the SBAE model. However, results indicated that few competencies showed significant differences between pre- and post-completion of the agricultural program, and gender differences did not indicate much significance in self-efficacy. Data indicates that teacher preparation programs have been successful in preparing students to develop, implement, and supervise SAE programs during student teaching. The researchers recommend that further research should examine additional agricultural teacher preparation programs and determine the self-efficacy of cooperating teachers in the classroom.

DIFFICULTIES ENCOUNTERED IN TEACHING AGRICULTURE AS A CORE PART OF T.L.E. IN THE PUBLIC SECONDARY SCHOOLSIN GUINOBATAN, ALBAY

This study was conducted to determine the difficulties encountered in teaching Agriculture as a core part of Technology and Livelihood Education (TLE) in the Public Secondary Schools in Guinobatan, Albay. It discussed the profiles of 10 Agriculture teachers, the activities being conducted, the difficulties encountered, the extent of difficulty, the solutions applied by the teachers to address the difficulties encountered in line with classroom instruction and practical agriculture, and the proposed solutions to address the difficulties encountered. The study made used of questionnaire - checklist and rating scale as the instrument in data gathering. The data gathered were subjected to statistical analysis using frequency count, percentage and weighted mean to analyze the data obtained. The activities conducted by the Agriculture teachers during classroom instruction include oral recitation, paper and pencil test, and group activity. During practical agriculture, Horticulture teachers let their students plant crops but it was found out that none of them ever conducted soil sampling activity. For Animal Production, it was revealed that the activities conducted by the teachers were mere familiarization rather than actual demonstration of the subject. Moreover, teachers encountered numerous difficulties that serve as hindrances in their teaching profession. The difficulties they encountered during classroom instruction were the unavailability of resources, short time allotment, financial constraints and inability of the students to understand the lesson. On the practical agriculture, teachers encountered difficulties because of short time allotment, financial constraints in providing the needed materials to be used for hands-on laboratory, and lack of land, farm tools, equipment and facilities to support the practical aspects of the subject. As teachers, they applied solutions to address the difficulties encountered by consulting the principal/department head with regards to the unavailability of learning resources and farm resources. Teachers also used different teaching strategies so that slow learners can cope up in the class discussion and they extend time for hands-on laboratory.

The Complexity And Compatibility Of ICT Integration In The Teaching And Learning Of Agriculture In Swaziland

In Swaziland, ICT integration in teaching and learning is at the infancy stage. Learning opportunities provided by the increasing use of technology in classrooms are not being harnessed in secondary schools. The purpose of the study was to describe ICT integration in the teaching and learning of Agriculture in relation to complexity and the compatibility of the ICT tools in Swaziland. Specific objectives were (1) to describe the complexity of ICT tools as perceived by the teachers and (2) to further describe the compatibility of ICT tools in relation to the teachers’ experiences. A descriptive correlational design employing a mixed method approach was used to conduct the study. Data was collected using a Semi-structured interview guide and a survey questionnaire. The population for the study was (N=325) involving all secondary school Agriculture Teachers (N= 312) and key informants who were Agricultural Education Administrators (n=13). The Unified Theory of Acceptance and Use of Technology (UTAUT) guided the study. Descriptive statistics were used to analyse data. With regard to complexity findings revealed that (1) computers make teaching of complex concepts easy, (2) computer use fits well in my curriculum goals, and that (3) learning to use ICT in teaching is a challenge. In overall findings indicated that the ICT tools were less complex to use by the Agriculture Teachers while teaching. The study further revealed that complexities of ICT use by Agriculture teachers were brought about by the age of teachers and the frequent changing of technologies. In relation to compatibility of ICT usage findings revealed that Agriculture Teachers agreed that (1) ICT is quick in meeting information needs, (2) Working with computers make them feel comfortable, (3) ICT use in teaching was very convenient, (4) Agriculture requires more ICT assistance, (5) computers brought positive changes in the schools, and that (6) computer use suits the learners needs. The study further indicated that Agriculture teachers perceived that ICT devices were (7) compatible with existing practices, (8) ICT philosophy was compatible with the subject content, and that (9) ICT integration allows well demonstration of real situations. It is recommended that a policy articulating the need and usage of ICT integration to support teaching and learning be enacted, thus, compelling Internet service providers to extend their bandwidth of Internet to all schools. It is further recommended, that ICT integration pedagogical skills be part of all pre-service and in-service teacher preparatory programmes.

Teacher Beliefs About Sustainable Agriculture: A Self-made Measurement Scale

The study’s purpose was to analyze the validity of the construct of a self-made Alternative-Conventional Agricultural Paradigm scale using the teacher population teaching high school agriculture in the North Central Region of the USA. A random sample of 844 teachers was drawn. Teachers were self-administered questionnaires with 5-point Likert-type scales. Instrument inter-item consistency and item coherence were determined. The relatively high coefficient alpha (.82), mean item total correlation (.40), and unrotated first factors with modest number of items loading on the factor means that the scale has mainly one underlying construct. The teacher population holds consistent views and attitudes about SA constituting an agricultural paradigm. The instrument items are coherent as components of a whole and are related. However, the teacher population did not hold stronger paradigmatic views on the scale as can be expected because of their relatively low mean score item-total correlation and coefficient alpha for the instrument compared to what was found for the scale in the Beus and Dunlap (1991) study. This should be expected because agriculture teachers are not strong adherents of the two agricultural paradigms who can be expected to make extreme and polar scores on the scale. The instrument can therefore be used to preliminarily gauge the paradigmatic orientation of agriculture teachers in the region. Further research with the instrument with known groups supporting the two paradigms is necessary to establish its validity.