Professional development within agricultural education is critically important to help enhance the skills of educators. The demand for effective professional development has become increasingly apparent. Having a focus on what is essential to have a high-quality program is key to creating a long-term impact. A professional development opportunity which allows a teacher to focus on curriculum knowledge rather than pedagogy allows for collaboration. Collaboration is a great way for educators to enhance individual teaching practice. This chapter will highlight in the research review a variety of studies which have reviewed professional development strategies and the needs of teachers. This review provides insight into the current state of in-service teacher professional development needs. To create change and reform within agricultural education, continued research needs to occur in formal and non-formal education settings of agricultural education. Building upon the existing body of research, several key questions emerge, providing direction for further investigation.
TopIntroduction
In an ever-changing field of agricultural education, professional development plays a crucial role in equipping educators with the knowledge and skills necessary to stay ahead of the advancements, being able to integrate new technologies, and address emerging challenges. Professional development within agricultural education is integral to ensuring we have well-prepared and effective teachers in the field (Whittington, 2005). Agricultural education encompasses a wide range of subjects and as the industry continues to change and evolve educators must stay current with the latest knowledge and advancements. Agricultural educators are developed through a variety of experiences and subject matter coursework which allows them to gain knowledge and skills relevant to the profession (Whittington, 2005).
Teacher professional development is a foundational component of many reform efforts aimed at increasing student achievement (Supovitz & Turner, 2000). Professional development in agricultural education has evolved from traditional approaches to more diverse and innovative strategies. Initially, professional development primarily focused on improving content knowledge related to agriculture with teachers attending workshops and conferences to enhance their understanding of production agriculture. Professional development has been recommended to increase academic integration in agricultural education (Myers, et. al. 2009; Myers & Washburn, 2008; Spindler, 2010).
The scope of professional development in agricultural education has expanded to include pedagogical training, technology integration, and interdisciplinary collaboration. Today, we see professional development within agricultural education being multifaceted, addressing the complexity of modern agriculture and the diversity of needs of students in a variety of learning environments. The activities utilized can vary greatly, but the specific features of professional development have been shown to impact the outcomes (Desimone, 2009). Professional development extends beyond the classroom, including experiential learning opportunities, online resources, and a collaborative network. To empower educators with the skills and knowledge necessary to prepare students for careers in an ever-changing agricultural landscape.
Professional development is considered the most effective means of changing the practice of an educator (Supovitz & Turner, 2000). Professional development takes place in many different forms. When trying to create change and reform within agricultural education it often includes some sort of professional development. The structure and format of the professional development opportunities typically differ depending on the outcomes you are trying to achieve. Darling-Hammond et al. (2017) determined effective professional development includes seven elements. The elements include content focus, active learning, collaboration, use of models and modeling, coaching and expert support, feedback and reflection, and sustained duration.
Table 1.
Elements of effective professional development adapted from Darling-Hammond et al., (2017)
| Elements | Description |
| Content Focus | Effective professional development focuses on the content that teachers teach. |
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| Active Learning | Professional development must address both the what and the how of teaching. |
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| Collaboration | Professional development should provide opportunities for teachers to work together. |
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| Use of Models and Modeling | Professional development should provide clear examples, or models, of effective instruction. |
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| Coaching and Expert Support | Professional development should provide for coaching teachers in acquisition of new skills. |
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| Feedback and Reflection | Professional development should promote, encourage, and provide teachers feedback on their performance. |
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| Sustained Duration | Professional development should be of the duration necessary to allow for the six elements listed here. |