Describing Preservice Teachers' Perceptions of Teaching Science of Agriculture to a Diverse Audience

2nd place CFAES Undergrad Research Forum social sciences divisionThe purpose of this study was to describe preservice teachers’ perceptions of teaching science of agriculture curriculum to diverse audiences. Lyon (2009) concluded that many teachers lack a background knowledge of diverse families. Kritzer & Bovill (2012) cited that most teachers from rural settings have little to no exposure to diversity in a classroom setting. Batchelder (2008) concluded that the best way to develop more diversity awareness and understanding into K- 12 classrooms, is to have teachers go through training techniques in multicultural perspectives. Skepple (2014) concluded that preservice teachers’ inadequacies in cultural diversity knowledge can be modified by teacher educators expanding their curriculum. The curriculum expansion would include a conceptual framework that weaves practices of culturally responsive teaching across disciplines. This study utilized direct content analysis on transcripts of structured focus groups to identify theme-related research objectives. The sample for this study was 11 preservice teachers in agricultural education at the university level. These students were taking the same classes and teaching to the same audiences. The debriefs were in groups of 5 and 6 and were led by the teaching assistants from the course. Focus group debriefs were transcribed by a third party to ensure trustworthiness of the results. Results of this study are being analyzed using thick, rich descriptions. Conclusions will be drawn that will not be generalized beyond the populations being studied. The recommendations made by the researchers will be used to inform the curriculum for preservice teachers in Agriscience education at the Ohio State University.No embargoAcademic Major: Agriscience Educatio