How the Quantity of Agricultural Mechanics Training Received at the Secondary Level Impact Teacher Perceived Importance of Agricultural Mechanics

Abstract

Preservice teacher candidates in agricultural education have expressed concerns with teaching agricultural mechanics content yet the number of required courses in agricultural mechanics has dwindled. To determine the root of current teachers’ perceptions, it is important to look at the developmental experiences that have led to those perceptions. The theory of social development and knowing that knowledge influences beliefs provided a foundation to describe the relationship between the Iowa agricultural education teachers’ perceived level of importance to teach selected agricultural mechanics skills and the quantity of agricultural mechanics training received as a secondary student. Data was collected during the Iowa agricultural education teachers’ conference. Thirty-two of the 54 selected agricultural mechanics skills exhibited a significant, positive correlation between the teachers’ viewed importance of teaching those skills and the amount of secondary training they received in those skill areas. Experience at the secondary level has an impact on content teachers view as important and post-secondary teacher educators and industry should continue to help beginning teachers receive additional training and support in agricultural mechanics. Additional research should be conducted to determine the factors, in addition to the quantity of secondary training received, which influence teachers’ perceived importance to teach agricultural mechanics skills.