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dc.contributorVocational and Technical Education
dc.contributorCamp, William G.
dc.contributorHeath-Camp, Betty A.
dc.contributorHillison, John H.
dc.contributor.authorMcLean, Robin Claire
dc.date.accessioned2019-11-05T10:44:30Z
dc.date.available2019-11-05T10:44:30Z
dc.date.created2016-02-05 14:11
dc.date.issued1998-05-13
dc.identifieroai:vtechworks.lib.vt.edu:10919/36669
dc.identifieretd-41298-115317
dc.identifierhttp://hdl.handle.net/10919/36669
dc.identifierhttp://scholar.lib.vt.edu/theses/available/etd-41298-115317/
dc.identifier.urihttp://hdl.handle.net/20.500.12424/3772771
dc.description.abstractThe purpose of the study was to examine the teacher education curricula in exemplary agricultural teacher education programs. I identified eleven exemplary agricultural teacher education programs through a call for nominations to a national listserv of the American Association for Agricultural Education (AAAE). Course syllabi and course checksheets provided by each of the selected institutions were analyzed to determine patterns of professional course requirements and specific professional topics at each of the universities. Competencies were derived from assignments or topics expressed in course syllabi. Data analysis established common themes among the programs studied. The resulting list of professional topics was examined to yield five overarching curricular areas: Experiential Components, Foundations, Program and Curriculum Planning, Teaching and Methods, and Technology. Microlesson presentations and managing Supervised Agricultural Experience programs were the only professional topics addressed in all programs studied. The study also revealed that professional course titles were very different at the participating institutions. No institution covered all of the topics. Treatment of topics among institutions varied widely. Although literature reveals that the field of education is trying to establish itself as a profession, few of the programs studied offered courses focusing solely on professional development, professional organizations, or professional ethics. Many of the programs studied did address professionalism issues, but it may have been provided in only one lecture. Using the course syllabi provided by each exemplary university, I was able to identify 16 courses taught in pre-service agricultural education and 118 common topics. Not all topics were addressed at each university nor were all courses presented. Microlesson presentation and Supervised Agricultural Experience Programs were the only two topics all universities addressed. From the 118 general topics, five general curricular clusters were established: teaching methods, program and curriculum planning, foundations, experiential components, and technology.
dc.publisherVirginia Tech
dc.relation.ispartofetd.pdf
dc.rightsI hereby grant to Virginia Tech or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation.
dc.subjectagricultural education
dc.subjectteacher education
dc.subjectpreservice
dc.titleIdentification of Topics Taught in Professional Courses For agricultural Teacher Education
dc.typethesis
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:6497398
ge.identifier.permalinkhttps://www.globethics.net/gel/6497398
ge.lastmodificationdate2016-03-21 13:07
ge.submissions0
ge.oai.exportid148650
ge.oai.repositoryid1879
ge.oai.setnameETDs: Virginia Tech Electronic Theses and Dissertations
ge.oai.setnameMasters Theses
ge.oai.setspeccom_10919_5534
ge.oai.setspeccol_10919_9291
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://hdl.handle.net/10919/36669
ge.linkhttp://scholar.lib.vt.edu/theses/available/etd-41298-115317/


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