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

Eric Rubenstein; James Scott

doi:10.37433/aad.v2i3.157

Authors

Eric Rubenstein University of Georgia, USA https://orcid.org/0000-0002-8799-2502
James Scott University of Georgia, USA https://orcid.org/0000-0003-4807-4378

DOI:

https://doi.org/10.37433/aad.v2i3.157

Keywords:

Supervised Agricultural Experience, Agricultural Education, social cognitive theory, experiential learning

Abstract

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.

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