Supporting Student Agency in SBAE (School-Based Agricultural Education) Teacher Education: Beliefs and Approaches of Teacher Educators (Poster 13): Division K - Section 09: Initial Teacher and Teacher Educator Preparation, Stage 1, 5:58 PM

• In Event: e-Lightening Ed-Talk Session 17 - Stage 1

Abstract

Teacher educators play a multifaceted role in designing and implementing curriculum to nurture preservice teachers' growth in content knowledge, pedagogical skills, and teaching efficacy. Amidst evolving educational landscapes and diverse classroom environments, there's an increasing emphasis on fostering teacher agency and autonomy to navigate these complexities effectively, particularly in unique contexts such as School-Based Agricultural Education (SBAE). The purpose of this grounded theory study was to conceptualize the beliefs of SBAE teacher educators regarding student motivation and agency. The findings propose a substantive theory that follows three approaches to support student agency and motivation by SBAE teacher educators. It is recommended that stakeholders evaluate the use of the substantive theory as a reflective tool and guide for future research.

Authors

• Hannah C. Parker, California Polytechnic State University - San Luis Obispo

• Amanda Michelle Bowling, The Ohio State University

• Kellie Claflin, The Ohio State University