Assessing the Technical Expertise and Content Needs ofAlabama Agriscience Teachers

摘要

The purpose of this study was to assess secondary agriscience teachers’ perceptions, expertise, andimportance of agriculture content areas in the curriculum. To accomplish this study the followingobjectives framed the investigation: describe Alabama secondary agriscience teachers by personalcharacteristics including teacher certification pathway, describe Alabama secondary agriscienceteachers by professional development needs, and explore the relationships between Alabamasecondary agriscience teachers by professional development needs and personal characteristics.The population was representative of agriculture teachers in Alabama teaching agriscienceeducation in grades 9-12. The data collection instrument included four thematic units:FFA/Leadership Development/SAE, Technical Agriculture, Program Management, and Teachingand Learning. Findings were evaluated using analytical triangulation between statements andindividual item analysis. The areas of professional development needs were determined by themean weighted discrepancy score (MWDS) in the four thematic categories. Alabama agriscienceteachers identified competency areas with the highest MWDS as: FFA/SupervisedAgricultural/Leadership Development (MWDS = 3.04), Technical Agriculture (MWDS = 2.48),Program Management (MWDS = 2.17), and Teaching and Learning (MWDS = 2.00).