EARLY FIELD EXPERIENCE IN AGRICULTURAL EDUCATION: A NATIONAL DESCRIPTIVE STUDY

摘要

The purpose of this study was to describe the nature of early field experience (EFE) inagricultural teacher education programs nationally. A descriptive census survey of all activeagricultural teacher education programs in the country was used for this study. The fact thatnearly all agricultural teacher education programs require EFE indicates that EFE is valued asan important component of teacher education programs. It was discovered that multiple earlyfield experiences are required at multiple classification levels. The primary responsibility forEFE and the associated administrative tasks are placed on faculty within the agriculturalteacher education program. Similarities regarding EFE requirements seem to end at broad,categorical levels. Most programs report having requirements; however, the means by whicheach program fulfills the requirements are considerably different. Teacher licensure, as well asstate and national teacher education accreditation, influences procedural and minimum EFErequirements. This study provides the foundation for further research. Additional research isneeded to identify the purposes and outcomes of EFE and determine the extent to which studentlearning occurs.