Journal of Agricultural Education Volume 48, Number 1, pp. 127 – 138 DOI: 10.5032/jae.2007.01127 EARLY FIELD EXPERIENCE IN AGRICULTURAL EDUCATION: A NATIONAL DESCRIPTIVE STUDY Michael S. Retallick, Assistant Professor Greg Miller, Professor Iowa State University Abstract The purpose of this study was to describe the nature of early field experience (EFE) in agricultural teacher education programs nationally. A descriptive census survey of all active agricultural teacher education programs in the country was used for this study. The fact that nearly all agricultural teacher education programs require EFE indicates that EFE is valued as an important component of teacher education programs. It was discovered that multiple early field experiences are required at multiple classification levels. The primary responsibility for EFE and the associated administrative tasks are placed on faculty within the agricultural teacher education program. Similarities regarding EFE requirements seem to end at broad, categorical levels. Most programs report having requirements; however, the means by which each program fulfills the requirements are considerably different. Teacher licensure, as well as state and national teacher education accreditation, influences procedural and minimum EFE requirements. This study provides the foundation for further research. Additional research is needed to identify the purposes and outcomes of EFE and determine the extent to which student learning occurs. Introduction and Theoretical Framework school-based opportunities, which could include observing, assisting the cooperating Early field experience is “an integral teacher, tutoring students, teaching lessons, program component” for initial and and conducting applied research (NCATE). advanced teacher preparation (National EFE provides the student with the Council for Accreditation of Teacher opportunity to start thinking like a teacher, Education [NCATE], 2002, p. 27). The as well as experience the role of a teacher, Association of Teacher Educators (ATE) early in his or her academic career (NCATE, described early field experience as the range 2002). Staffo, Baird, Clavelli, and Green of school experiences that occur prior to (2002) and Pierce (1996) suggested that EFE student teaching for those students in provides a context from which students can preservice teacher education (Guyton & relate theoretical and foundational Byrd, 2000). EFE allows preservice coursework. Preservice teachers begin to teachers to immerse themselves into real choose appropriate teaching strategies as classroom settings. they gain understanding of students’ social According to NCATE (2002), the and cognitive backgrounds (Liston & purpose of EFE is to apply knowledge, Zeichner, 1991). Pierce suggested that EFE skills, and disposition in a variety of settings learning is authentic, and should take place appropriate to the content and level of the early and regularly throughout preservice student’s program. Kelleher, Collins and training. Williams (1995) identified three purposes An initial outcome of early field for early field experience: exploring experience is career exploration (Jaquith, teaching as a career, melding theory and 1995; Kelleher et al., 1995; McIntyre, 1983). practice, and developing teaching skills. Additionally, EFEs introduce preservice The purpose of EFE can be accomplished teachers to the real-world classroom where through a variety of early and ongoing they begin to experience the role of the Journal of Agricultural Education 127 Volume 48, Number 1, 2007 Retallick & Miller Early Field Experience in… teacher (Jaquith; Knowles & Cole, 1996). up of courses and the way the curriculum Outcomes resulting from that transition was offered varied from institution to include melding theory into practice institution. Similarly, differences were (Kelleher et al.; NCATE, 2002; Staffo et al., found in the ways EFE were offered at those 2002); applying knowledge (NCATE; institutions. Dobbins and Camp used a panel Pierce, 1996); developing teaching skills of experts to develop a comprehensive list of (Kelleher et al.; Liston & Zeichner, 1991; 32 EFE tasks. The panel raised concerns McIntyre; NCATE); and transitioning from regarding the amount of time necessary for student to teacher (Liston & Zeichner; cooperating teachers and university staff to McIntyre; NCATE). plan EFE tasks and for the students to McIntyre (1983) mentioned six benefits complete them. of early field experience to prospective Two agricultural teacher education teachers and teacher education programs. studies found EFE to have no significant Those benefits include 1) determining if impact on preservice teachers. Deeds and students enjoy working with children and Barrick (1986) found no change in student wish to continue in the teacher education attitudes toward teaching and toward program; 2) allowing teacher education themselves as teachers after their EFE. programs to gauge students’ potential; 3) Similarly, Knobloch (2001) concluded that enabling students to practice teaching skills EFE doesn’t significantly impact students’ prior to student teaching; 4) enabling personal or general teaching efficacy. students to develop a base of perceptions EFE is situated within the preservice related to classroom life; 5) providing an stage of Fessler’s (1995) Teacher Career avenue for improving communication Cycle Model, which provides a framework between universities and public schools; and for analyzing and understanding teacher 6) accelerating the transition through the growth and development. The contextual stages from student to teacher. experiences and knowledge transfer which Field experience has experienced occurs within the model is the result of a criticism. Moore (2003) suggested that many transformative process (Steffy & Wolfe, early field experiences are limited to 2001) and is grounded in Mezirow’s (1991) procedural activities (e.g., time transformative theory. Mezirow espoused management, grading papers, collecting that the interpretation of experiences assists materials, and classroom management). The in the development of new ways of knowing result is a lack of integration of theory and and provides a venue for changing one’s practice (Erdman, 1983). Applegate (1985) meaning perspective. Such transformation purports a difference in expectations among occurs when learners change their “meaning the triad involved in EFE (i.e. preservice schemes (specific beliefs, attitudes, and teacher, cooperating teacher, and university emotional reactions)” because of critical supervisor). Additionally, Moore argued that reflection of their experiences (p. 167). more focus should be on linking what is McIntyre, Byrd, and Foxx (1996) taught, how it is taught, and what is learned. suggested that there is a “lack of a well Such arguments suggest there is a lack of conceived theoretical base for field congruence among the goals and experience” (p. 188). However, the expectations of the preservice student, American Association of Agricultural cooperating teacher, and teacher educator Educators (AAAE) (2001) stated that the (Kelleher et al., 1995). basis of EFE is grounded in experiential In agricultural teacher education learning. Therefore, the work of John programs, EFE is an essential component Dewey (1916; 1938) and others (Kolb, (Dobbins & Camp, 2003) because it aids in 1984; and Knowles & Cole, 1994; 1996) in the student career decision-making process experiential learning provided the theoretical (Myers & Dyer, 2004). Swortzel (1999) foundation for this study. reported that 93% of agricultural teacher Dewey (1938) believed that there is an education programs required EFE, which on “organic connection between education and average consisted of 60.2 clock hours. personal experience” (p. 25) and that the McLean and Camp (2000) found the make- educational impact is dependent on the Journal of Agricultural Education 128 Volume 48, Number 1, 2007 Retallick & Miller Early Field Experience in… quality of the experience, and its ability to education is a “lifelong process of influence later experiences. He promoted continuing growth with preservice what he called the principle of continuity of programs, including field experiences, experience. Dewey (1938) defined providing the contexts for the formal continuity of experience as a means by beginnings of career long development” which “every experience both takes up (Knowles & Cole, 1996, p. 650). something from those which have gone Knowles and Cole (1994) proposed a before and modifies in some way the quality cyclical yet spiral framework (Figure 1) for of those which come after” (p. 35). experiential learning, which includes Kolb (1984) argued that people do learn preservice field experiences. The foundation from experience, and that experience-based for learning in the model is experience with education has become widely accepted as a individual learning and enrichment method of instruction in higher education. occurring through the experiential learning According to Kolb, experience offers “the process. They believed this process occurs foundation for an approach to education and in four stages as students develop, grow, and learning as a lifelong process that is soundly move on to new experiences. The first stage based in intellectual traditions of social is personal experience and practice. The psychology, philosophy, and cognitive second stage is information (internal and psychology” (pp. 3-4). external) gathering and documentation Knowles and Cole (1996) built