The purpose of this study was to determine the extent to which agricultural education teacher education programs in Illinois addressed the 12 Illinois Learning Standards for Agricultural Education. Information was gathered from agricultural education students enrolled in a Spring 2003 or Spring 2004 teaching practicum and from their university supervisors.
The study employed a descriptive research methodology. Forty-two agricultural education student teachers and four university supervisors completed surveys with an overall response rate of 95%. The two groups provided insight into prospective graduates' ability to implement and assess student learning based on state agricultural education standards. Implementation of the standards through student teaching experiences and the curricula of agricultural education teacher education programs was assessed. Finally, the study investigated required and optional coursework in undergraduate agricultural education teacher education programs and their consistency with the learning standards.
Several important conclusions were reached. Across all 12 standards, the student teachers as well as university supervisors reported at least a moderate level of ability to assess student learning. The highest response across the standards by both groups was the ability to understand principles of leadership and applying the knowledge of the FFA. Agricultural mechanization and horticulture curriculum were indicated by both groups as the weakest areas of preparation. Content analyses of required and elective coursework in undergraduate programs suggested all 12 standards were identified as either required or elective content at the four universities.
Based on the findings of this study, several recommendations were made. The most critical of these recommendations is to align more closely the agricultural education teacher education curriculum with the Illinois Learning Standards for Agricultural Education. There are several suggestions made that can facilitate this process. One of these is to partner more closely with agricultural education stakeholders, such as the professional agricultural organizations, local school districts, industry, and higher education institutions. A result of this collaboration would be improved communication and consistency in preparation of undergraduate agricultural education students. A second recommendation is to partner with local high schools, community colleges and industry to collaborate on trends and maximize existing resources. A final recommendation relates to the future of agriculture education. In order for this discipline to flourish, agricultural educators will have to engage in professional development activities that result in updating programs and curriculum.
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