The Influence of COVID-19 and Virtual Learning on the PCK Development of Arizona Preservice SBAE Teachers
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| Title: | The Influence of COVID-19 and Virtual Learning on the PCK Development of Arizona Preservice SBAE Teachers |
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| Language: | English |
| Authors: | Alexandra L. Schoeffling, Amber H. Rice, Taylor D. Bird |
| Source: | Journal of Agricultural Education. 2025 66(3). |
| Availability: | American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Pandemics, Pedagogical Content Knowledge, Agricultural Education, Preservice Teachers, Preservice Teacher Education, College Faculty, Teaching Experience, Curriculum Development, Interpersonal Relationship, Resilience (Psychology), Teacher Competencies, Online Courses, Blended Learning, Student Teaching, Field Experience Programs |
| Geographic Terms: | Arizona |
| DOI: | 10.5032/jae.v66i3.3241 |
| ISSN: | 1042-0541 2162-5212 |
| Abstract: | The central research question was: what is the influence of COVID-19 restrictions and modifications on the pedagogical content knowledge (PCK) development of Arizona school-based agricultural education preservice teachers in agriculture, food, and natural resources content? This research was conducted using a single case study design of one preservice teacher cohort over the Spring 2021 semester. Semi-structured interviews were conducted for all five preservice teachers, their five supervising practitioners, two university instructors, and one teaching assistant throughout the student teaching experience. Seven major themes emerged from the data: it was primarily a classroom teaching experience, student teachers were prepared well in curriculum development, a lack of experimentation and problem solving in teaching, a lack of relationship building with students and professionals, student teachers were more protected from failure due to the COVID-19 environment, this cohort exhibited resilience, and overall student teachers are prepared to teach. These themes support future research on PCK development through online and hybrid modalities while still incorporating early field experiences (EFE) and student teaching in-person. Further exploration on this cohort while in their first job can provide information on the development and application of their PCK outside of the context of COVID-19. Recommendations for practice include implementing multiple EFE's with deep reflection and the creation of one semester worth of curriculum prior to student teaching during teacher preparation. Additionally, it is recommended supervising practitioners and university instructors maintain a balance of constructive criticism and positive feedback throughout the student teaching process regardless of current circumstances. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488957 |
| Database: | ERIC |
| Abstract: | The central research question was: what is the influence of COVID-19 restrictions and modifications on the pedagogical content knowledge (PCK) development of Arizona school-based agricultural education preservice teachers in agriculture, food, and natural resources content? This research was conducted using a single case study design of one preservice teacher cohort over the Spring 2021 semester. Semi-structured interviews were conducted for all five preservice teachers, their five supervising practitioners, two university instructors, and one teaching assistant throughout the student teaching experience. Seven major themes emerged from the data: it was primarily a classroom teaching experience, student teachers were prepared well in curriculum development, a lack of experimentation and problem solving in teaching, a lack of relationship building with students and professionals, student teachers were more protected from failure due to the COVID-19 environment, this cohort exhibited resilience, and overall student teachers are prepared to teach. These themes support future research on PCK development through online and hybrid modalities while still incorporating early field experiences (EFE) and student teaching in-person. Further exploration on this cohort while in their first job can provide information on the development and application of their PCK outside of the context of COVID-19. Recommendations for practice include implementing multiple EFE's with deep reflection and the creation of one semester worth of curriculum prior to student teaching during teacher preparation. Additionally, it is recommended supervising practitioners and university instructors maintain a balance of constructive criticism and positive feedback throughout the student teaching process regardless of current circumstances. |
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| ISSN: | 1042-0541 2162-5212 |
| DOI: | 10.5032/jae.v66i3.3241 |
