Abstract:
The purpose of this naturalistic inquiry was to obtain general information about the successes, challenges, needs, and problem solving strategies of first year agriculture teachers so teacher education programs are better able to provide support to graduates. Structured group and in-depth individual interviews were conducted with recent graduates of an agricultural education program, as well as with individuals identified as mentors of these beginning teachers. Participants reported that prior to beginning their first year of teaching they had not anticipated concerns with community expectations, decision-making responsibilities, time requirements, nor with students being "dumped" into the agriculture program. Classroom management, comparisons to the previous teacher, curriculum development, and addressing student differences were cited as the most difficult challenges faced during the first year. Beginning teachers in this study have solved challenges and difficulties by developing relationships with teachers and partners. The factors most commonly identified as promoting successful experiences included the support and mentoring received during the first year of teaching, as well as prior experience in the agriculture industry and through FFA experience.
Keywords:
agricultural education graduates
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