Attitudes of Agronomy Teachers on Preparation for Teaching

Abstract

A survey of agronomy teachers at selected land-grant universities was conducted to assess teacher preparation and the attitudes of teachers concerning formal courses in education. Of the 250 respondents, 66% had no formal training, 11% had one course, 7% had two courses, 4% had three courses, and 12% had four or more courses in education. Most of the participants (53%) began their careers as teaching assistants. There was overwhelming agreement (85%) that a formal course in education should be available for individuals joining a teaching program. Subject matter areas receiving the greatest support to be included in such a course were (i) methods of teaching, (ii) evaluation and testing of students, (iii) use of visual aids, and (iv) fundamental educational philosophies and principles. Little relationship existed between the perceived need for formal education courses and (i) formal education courses actually taken by the respondents, (ii) years of teaching experience, or (iii) the type of teaching appointment. To encourage quality teaching, many respondents noted that good teachers should be recognized and rewarded on a par with good researchers.