Advisor

Jagger, Carla B.

Committee Member

Denny, Marina D.

Committee Member

Barrett, Jason R.

Date of Degree

8-1-2020

Document Type

Graduate Thesis - Open Access

Degree Name

Master of Science

College

College of Agriculture and Life Sciences

Abstract

Three different Career Development Event (CDE) workshops were analyzed to determine the workshops’ impact on agriculture teachers’ learning gains and self-efficacy. Teaching methods of workshop presenters and self-reported data from participants were examined to determine how professional development opportunities prepare agriculture teachers in the required skills for the specific CDEs. Recruited workshop presenters (N=3) and workshop attendees (N=54) were the convenient population for the study. A significant difference between the pre- and post-self-ratings of knowledge indicated greater learning gains after each workshop. Most workshop participants reported they intend to implement every skill related to the presented CDE content. Self-efficacy was moderately high for the content and specific practices related to each workshop. Overall, findings of this study reported the presenters’ use of specific teaching methods, and the use of andragogy assumptions did not create a difference in the pre- and post-self-ratings of the learning gains nor self-efficacy of the participants.

URI

https://hdl.handle.net/11668/18429

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