Why Teach? Exploring the Motivations and Expectations of First-year, Alternatively Certified Agriscience Teachers

Authors

Sarah E. LaRose, Purdue UniversityFollow
Blake C. Colclasure, Doane UniversityFollow
Anna J. Warner, Washington State UniversityFollow
Debra M. Barry, University of FloridaFollow
Edward W. Osborne, University of FloridaFollow

Keywords

alternative certification, career decision-making, teacher induction

Disciplines

Agricultural Education | Other Teacher Education and Professional Development | Secondary Education and Teaching

Abstract

School-Based agricultural education increasingly depends upon alternatively certified (AC) teachers to teach agriculture across the United States. Understanding why these individuals become teachers is an important step to better recruit and retain educators who do not complete traditional preparation programs. The purpose of our study was to explore the backgrounds, motivations, and expectations of AC agriscience teachers joining the profession. Our study was guided by the social cognitive career theory and utilized a qualitative phenomenological approach. We interviewed seven AC agriscience teachers in Florida during their first-year teaching to explore their journey into teaching agricultural education. Six major themes were found, including background and interest in agriculture, positive teaching self-efficacy expectations, positive teaching outcome expectations, right location and right time, exciting but challenging, and more than expected. We recommend providing support programs tailored for AC agriscience teachers that are guided by the similar backgrounds, motivations, and expectations of AC teachers.

Recommended Citation

LaRose, S. E., Colclasure, B. C., Warner, A. J., Barry, D. M., & Osborne, E. W. (2023). Why Teach? Exploring the Motivations and Expectations of First-year, Alternatively Certified Agriscience Teachers. Journal of Research in Technical Careers, 7 (1). https://doi.org/10.9741/2578-2118.1120