Emerging Research in Agricultural Teacher Education

The NEXTGeneration Inclusion Consortium (NIC) is a collaborative partnership that promotes the future workforce in the fields of food, agriculture, natural resources, and human sciences (FANHS). The NIC project provides a framework for agricultural educators to support underrepresented students in p…

Agriculture and traditional science education intersect in agriscience courses at high schools across the state and nation in widely varied applications. Despite the introduction of the Next Generation Science Standards (NGSS) in 2012, practicing agriculture, food, and natural resource (AFNR) teache…

Learning to teach is a complex task. Beginning teachers face a myriad of evolving challenges related to teaching, lesson planning, content knowledge, classroom management, time management, and managing intracurricular programs. In response to these challenges, many state agricultural education leade…

Agricultural mechanics has been a mainstay and a highly sought-after content area in school-based agricultural education (SBAE) programs across the nation because it allows the opportunity for students to receive hands-on instruction. Agricultural education teachers are tasked with knowing a plethor…

Struggling to navigate the complex landscape of agricultural teacher education, scholars face a daunting challenge: the need for a comprehensive research synthesis tailored to their specific needs. While valuable, existing resources often need to provide the focused guidance required to address this…

The agricultural, food, and natural resources (AFNR) system provides a rich context for solving complex and authentic problems. Agricultural educators have been teaching science, technology, and mathematics for many decades. Yet, the integrated STEM approach is an emergent pedagogy to intentionally …

Hands-on learning or learning by doing is a long-term tenet of agricultural education, yet hands-on learning and experiential learning do not share the same meaning. Experience alone does not ensure an experiential learning cycle. In Dewey's and Kolb's writings, experience itself does not inherently…