Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University

Abstract

This exploratory, pilot study explored the implied knowledge, perceived competence, and perceived levels of importance of student teachers in Oklahoma State University's teacher preparation program for agricultural education to teach the National Agriculture, Food, and Natural Resources (AFNR) Career Pathways (The National Council for Agricultural Education, 2015). Using a congruent, parallel mixed-methods design (Creswell, 2012), data were collected through questionnaires and interviews with student teachers (N = 16) and their cooperating teachers (N = 16). Descriptive statistics and eclectic coding strategies (Saldana, 2016) were used to explain the quantitative and qualitative findings. Though the study cannot be generalized, findings were assessed using the Borich (1980) Needs Assessment Model to identify knowledge and competence needs of the student teachers in regard to teaching the eight National AFNR Career Pathways.