| Title: |
Toward Globally Competent Teaching: A One-Year Retrospect on Agriscience Teachers' Changes in Perspective after an International Experience |
| Language: |
English |
| Authors: |
Whitney L. Figland-Cook (ORCID 0009-0003-8669-2692); Jacob Englin (ORCID 0009-0008-8816-534X); Richie Roberts (ORCID 0000-0002-2993-4945); Kristin S. Stair (ORCID 0009-0006-3004-1120) |
| Source: |
Journal of Agricultural Education. 2025 66(1). |
| 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: |
14 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Global Approach; Agriculture Teachers; Teacher Attitudes; Attitude Change; Teaching Experience; Foreign Countries; Study Abroad; Core Competencies; Individual Development; Beliefs; Faculty Development; Advocacy |
| Geographic Terms: |
Costa Rica; Louisiana |
| DOI: |
10.5032/jae.v66i1.2780 |
| ISSN: |
1042-0541; 2162-5212 |
| Abstract: |
This study aimed to understand how agriscience teachers' lived experiences during an international experience influenced their perspective changes on globally competent teaching one year later. Using a phenomenological approach, four themes emerged -- (1) personal growth, (2) intellectual growth, (3) professional growth, and (4) advocacy growth. By drawing on transformational learning theory, the themes demonstrated the phenomenon's essence -- one year after an international experience in Costa Rica, the Louisiana agriscience teachers matured in their perspectives regarding globally competent teaching, which inspired a transformation in their personal and professional lives. Despite this, we concluded the teachers' global competence, knowledge, and skills remained emergent and not fully formed. As such, we recommend future research examine strategies that could be used to continue to support agriscience teachers' global competence and pedagogical development after returning from an international experience. Nevertheless, the growth experienced by the teachers should be further considered. Moving forward, we also recommend future research obtain evidence regarding the extent to which the teachers have integrated global concepts into their curriculum to develop an understanding of the breadth and depth of their perspective changes. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1463215 |
| Database: |
ERIC |