A Delphi Approach to the Preparation of Early– Career Agricultural Educators in the Curriculum Area of Agricultural Mechanics: Fully Qualified and Highly Motivated or Status Quo?

Abstract

According to the National Research Agenda for Agricultural Education and Communication, preservice agriculture teacher education programs should “prepare and provide an abundance of fully qualified and highly motivated agricultural educators at all levels” (Osborne, 2007, 8). The lack of preparation of entry career agricultural educators is no more apparent than in the curriculum area of agricultural mechanics. Saucier and McKim (2010) stated that all school–based agriculture educators who instruct agricultural mechanics must be technically competent and be able to safely manage the school laboratory for effective student instruction. The model for teacher preparation in agricultural education (Whittington, 2005) served as the conceptual framework. The study sought to determine the essential agricultural mechanics skill areas that Missouri agriculture educators must possess prior to beginning a career in agricultural education. Results of this study identified essential agricultural mechanics skill areas that range from laboratory management to soldering. Teacher educators and state supervisory staff should review these skill areas and plan professional development education for current Missouri agricultural educators who have in–service needs in these skill areas. In conclusion, preservice programs in Missouri should be evaluated to determine if they are indeed effectively preparing teachers in the curriculum area of agricultural mechanics.