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PROBLEMS AND CHALLENGES ASSOCIATED WITH THE FlRST YEARS OF TEACHING AGRICULTURE: A FRAMEWORK FOR PRESERVICE AND INSERVICE EDUCATION

PROBLEMS AND CHALLENGES ASSOCIATED WITH THE FlRST YEARS OF TEACHING AGRICULTURE: A FRAMEWORK FOR PRESERVICE AND INSERVICE EDUCATION,John P. Mundt,Jame

PROBLEMS AND CHALLENGES ASSOCIATED WITH THE FlRST YEARS OF TEACHING AGRICULTURE: A FRAMEWORK FOR PRESERVICE AND INSERVICE EDUCATION   (Citations: 1)
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This national study used the expertise of the winners of the NVATA Outstanding Young Member Award in identifying problems and challenges associated with the first years of teaching agriculture. The study was conducted using a three stage Delphi technique. The population surveyed were the state winners of the NVATA Outstanding Young Member Award for the years I995 and I996 and totaled 61 different names. The respondents to survey one listed over 350 problems and challenges associated with the first years of teaching agriculture. The 350 problems and challenges were subsequently grouped into 23 categories andformed the contentfor surveys two and three using a Likert-type scale. Sixty percent of the respondents rated seven of the 23 categories as very important problems and challenges for first year teachers. Classroom management and student discipline, again in this study, surfaced as a problem for first year teachers. However, different from other studies, the issues relating to time and organizational management, and managing the activities of the FFA chapter surfaced as big problems and challenges and consistently placed at the top of the list in this study. Introduction and Theoretical Framework Entry into the profession of teaching high school agriculture can be difficult at best. Nesbitt (1991) noted that agriculture teachers are not only held responsible for the activities of a regular subject matter teacher such as classroom management and subject content, but beginning agriculture teachers are additionally responsible for the many activities associated with a total program of vocational agricultural education. Studies concerning problems associated with the first years of teaching confirm the often difficult transition into the profession. Veenman (1984) in an extensive review of 91 studies conducted after 1964 which dealt with problems of beginning teachers across disciplines, found the most reoccurring problems were: classroom discipline, motivating students, dealing with individual differences, assessing students' work, relationships with parents, organization of class work, inadequate teaching materials and supplies, and dealing with problems of individual students.
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    • ...These include managing and maintaining laboratory facilities (Mundt & Connors, 1999), having responsibility for a number of different classroom preparations (Talbert, Camp, & Heath-Camp, 1994), developing a public relations program (Joerger, 2002), recruiting students (Mundt & Connors, 1999), and advising a youth organization (Myers, Dyer, & Washburn, 2005)...
    • ...These include managing and maintaining laboratory facilities (Mundt & Connors, 1999), having responsibility for a number of different classroom preparations (Talbert, Camp, & Heath-Camp, 1994), developing a public relations program (Joerger, 2002), recruiting students (Mundt & Connors, 1999), and advising a youth organization (Myers, Dyer, & Washburn, 2005)...
    • ...This list was developed from a review of literature and utilized several sources (Greiman, Walker, & Birkenholz, 2002; Mundt & Connors, 1999;...

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