Mounting empirical evidence suggests the conflation of teachers' instructional orientations and personal epistemological beliefs helps form the perceptual identity of educators. The current study, therefore, sought to describe in what way Oklahoma agricultural education teachers' epistemological beliefs and orientations toward instruction combine…

Several studies in agricultural education have assessed teacher self-efficacy of novice, first-year, and veteran teachers. Likewise, numerous studies have assessed the time students spend at their cooperating centers. However, a need existed to understand the influence of time allocation on teacher self-efficacy in a way that enabled human…

California secondary agriculture teachers (n=23) participated in a Q-method study. Three predominant beliefs about their work emerged from factor analysis: a view of teachers as Activity Coaches (emphasizing Future Farmers of America/supervised agricultural experience), Academic Teachers (meeting student needs through classroom instruction), or…