The Impacts of COVID-19 on school-based agricultural education teachers in the U.S.

R. G. Easterly III; Kelsey  Humphrey; T. Grady Roberts

doi:10.37433/aad.v2i1.79

Authors

R. G. (Tre) Easterly III University of Florida, USA https://orcid.org/0000-0003-2807-512X
Kelsey Humphrey University of Florida, USA https://orcid.org/0000-0002-6707-1386
T. Grady Roberts University of Florida, USA https://orcid.org/0000-0001-7618-7850

DOI:

https://doi.org/10.37433/aad.v2i1.79

Keywords:

Pedagogical design capacity, well-being, professional growth, United States, school-based agricultural education

Abstract

The COVID-19 pandemic of 2020 disrupted education all over the world. Teachers and students were forced to adapt to online learning. In the U.S., school-based agricultural education (SBAE) teachers faced challenges in delivering what is traditionally a hands-on curriculum. This study used a Pedagogical Design Capacity framework to understand the experiences of four SBAE teachers at different career stages and different geographic regions of the U.S. Our results showed dissatisfaction over initial changes, frustrations over changes to program outcomes, and impacts to teacher well-being. Recommendations for research, practice, and policy are provided.

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