School-based agricultural education (SBAE) teachers have an obligation to teach students about agriculture and prepare them for agricultural careers. Yet, considering the vast number of sectors within the agricultural industry, this task can be daunting. One way teachers can accomplish this mission is through preparing their students to…

Historically, less than two-thirds of all newly certified agricultural education students enter the school-based agricultural education (SBAE) teaching profession. Teacher educators must understand preservice teachers' intention to teach to help fulfill the demand for SBAE teachers. This study examines the motivations to consider a teaching career…

School-based agricultural education (SBAE), like many other subject areas, suffers from a critical teacher shortage. Many states have chosen to combat this shortage by offering temporary emergency teaching certifications with minimal qualifications and no requirements for professional development. Retention is also needed to stem the flow of…

Although research indicates school-based agricultural education teachers work to make classrooms more inclusive, some teachers may not feel prepared to support LGBTQ+ youth. The purpose of this study was to explore the attitudes of agricultural education teachers about the inclusion of LGBTQ+ youth in agricultural education. The 38-statement Q set…

A teacher shortage continues to plague the SBAE profession. While this shortage has been quantified and explored from the perspective of individual teachers, little research has taken a systemic approach to the problem of the SBAE teacher shortage. We posit the teacher shortage problem as inextricably linked to a convoluted job description and…

This collective case study explored the integration of video reflection during the 15-week clinical teaching internship at three distinct points in time. Weeks three, seven, and 11 were investigated to determine if the integration of video reflection improved the quality of teacher candidate reflection and to gauge teacher candidates' views on…

School-based agricultural education (SBAE), like many other subject areas, suffers from a critical teacher shortage. Oklahoma has chosen to combat this shortage by offering temporary emergency teaching certifications with minimal qualifications and no requirements for professional development. Recruitment is only half of the solution to teacher…

Literature supports benefits of mentoring for induction-year school-based agricultural education (SBAE) teachers. Yet for the past 15 years, no structured mentoring program has been offered for Oklahoma SBAE induction-year teachers. This study sought to find consensus among an expert panel representing Oklahoma SBAE regarding the impact on…

This exploratory evaluation of Oklahoma SBAE students' perceived knowledge, experience, interest to learn more, and motivation to pursue a career in the Agriculture, Food, and Natural Resources (AFNR) Career Pathway (The National Council for Agricultural Education, 2015) areas while engaging the Agricultural Career Experience (AgCE) curricular…

A priority of agricultural teacher education programs is to develop technically competent, prepared school-based agricultural education (SBAE) teachers. SBAE teachers should be knowledgeable in various agricultural subject matter, such as agricultural mechanics. Using Roberts and Ball's (2009) Content-based Model for Teaching Agriculture as the…

The global COVID-19 pandemic caused immediate and intense changes throughout education, including a reliance on remote instruction. For school-based agricultural education (SBAE) teachers, who rely on experiential and hands-on learning, the changes brought about by COVID-19 required a dramatic pivot in their work responsibilities. The changing…