Perceptions of Tennessee School-Based Agricultural Education Teachers' Attitudes Toward Globalizing the Agricultural Curriculum

Abstract

The agriculture industry is part of an interconnected world that is continually navigating complex trade regulations and cultural barriers. Graduates of School-Based Agricultural Education programs need to be prepared to positively communicate with people from all over the world and to have an understanding of international agricultural practices. The purpose of this study was to explore the perceptions of Tennessee School-Based Agricultural Educators towards globalizing the secondary agricultural curriculum. Twenty-six School-Based Agricultural Educators were interviewed for this study. The interviewees represented the entire state of Tennessee, including both urban and rural programs. The use of thematic analysis allowed the following five themes to emerge: (a) heightened awareness of living in a globalized world, (b) vision for a globalized School-Based Agricultural Education program, (c) benefits of exposure to a globalized School-Based Agricultural Education program, (d) preparedness to teach from a globalized perspective, and (e) professional development needs. Participants recognized the importance of teaching through a globalized agricultural curriculum and the benefits students received from experiencing a globalized agricultural curriculum. However, not every participant felt prepared to teach using a globalized curriculum and suggestions for professional development were made.