Relevant bibliographies by topics / Teaching vocational agriculture

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teaching vocational agriculture'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Teaching vocational agriculture"

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Chondrogiannis, Eleftherios, Eleni Symeonaki, Dimitris Papachristos, Dimitrios Loukatos, and Konstantinos G. Arvanitis. "Computational Thinking and STEM in Agriculture Vocational Training: A Case Study in a Greek Vocational Education Institution." European Journal of Investigation in Health, Psychology and Education 11, no. 1 (March 1, 2021): 230–50. http://dx.doi.org/10.3390/ejihpe11010018.

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Due to the dynamic nature of the agricultural industry, educators and their institutions face difficult challenges as they try to keep pace with future demands for knowledge and skilled workers. On the other hand, computational thinking (CT) has drawn increasing attention in the field of science, technology, engineering, and mathematics (STEM) education at present and, as advanced technologies and tools emerge, it is imperative for such innovations to be sustained with knowledge and skill among STEM educators and practitioners. The present case study aims to explore the relation between CT, STEM and agricultural education training (AET) in a Greek vocational training institute (IEK), the Agriculture IEK of Metamorfosis city (IEKMC), which is active in agriculture education. The research methodology is utilized according the positivist philosophical approach through data acquisition employing a questionnaire and the quantitative (statistical) analysis of data collected. The sample consists of IEKMC educators and students selected based on simple random sampling. Based on the participants belief that CT and STEM philosophy add value in the learning process, it focuses on the application of knowledge in the real world (students) and problem solving using new technologies (educators). Educators consider “experiments” as the most significant educational tool for problem solving in teaching practice. Students rate Greek Agriculture Education and Training (GAET) higher than educators. However, the participants evaluate GAET very low due to the lack of new innovative teaching methods being introduced. Finally, there is great interest in the implementation of CT and STEM in the European Union (EU) by students and educators.
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Núñez Moscoso, Javier. "Las principales problemáticas de la especialidad agropecuaria desde la perspectiva del establecimiento educacional." Foro Educacional, no. 25 (September 5, 2016): 53. http://dx.doi.org/10.29344/07180772.25.812.

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RESUMENEl presente trabajo aborda la Enseñanza Media Técnico-Profesional Agropecuaria desde la perspectiva del establecimiento educacional, a través de dos dimensiones: discursiva (marco regulador, programas de estudios) y estructural (infraestructura, actores). Empleando diversas referencias bibliográficas y datos empíricos, se pone en evidencia la aguda desarticulación existente entre las citadas dimensiones.Palabras clave: Establecimientos agropecuarios, Enseñanza Media Técnico-Profesional Agropecuaria, problemáticas especialidad agropecuaria.The main issues of agriculture training specialtyfrom the perspective of a schoolABSTRACTThis paper addresses the teaching of agriculture in Vocational Technical Secondary Education from the perspective of the school through two dimensions: discursive (regulatory framework, curriculum) and structural (infrastructure, actors). Using various references and empirical data, it demonstrates the existing acute disarticulation between those two dimensions.Key words: Agriculture schools, Vocational Technical Secondary Education, agriculture specialty issues.
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Ojoko, Sidney. "Effectiveness of a community-oriented approach to teaching/learning vocational agriculture in Nigeria." Studies in Educational Evaluation 19, no. 4 (January 1993): 447–51. http://dx.doi.org/10.1016/s0191-491x(10)80010-0.

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Suhono, Suhono, and Defika Andriana Sari. "Developing Students’ Worksheet Based Educational Comic for Eleventh Grade of Vocational High School Agriculture." Anglophile Journal 1, no. 1 (October 31, 2020): 29. http://dx.doi.org/10.51278/anglophile.v1i1.78.

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This article was development students’ worksheet based educational comic for eleventh grade of vocatational high school (SMK) agriculture in Bumi Nabung.The development research model used is 4D which stands for Define, Design, Development and Disseminate. Based on the data analysis of the research obtained an average final score by media experts of 69 that is very worth category, on average by material experts of 44 that is worth category, average by language expert of 36 that is worth category, as well as testing students' worksheets conducted on 5 students obtained an average value of 71,6 that is very worth category. This shows that the developed teaching materials are suitable to be used as teaching materials in teaching and learning activities. Keywords : Developing, Students' Worksheets, Educational Comic
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Barbinov, Vitalii. "Vocational Training of Future Agricultural Specialists: European Experience." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 160–65. http://dx.doi.org/10.2478/rpp-2018-0034.

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AbstractThe article focuses on vocational training of future agricultural specialists in the context of European experience. Thus, theoretical framework of the research has been thoroughly justified. It includes the prominent documents of European authorities such as the Charter of European Agricultural Education, CAP context indicators for 2014–2020, European Parliament’s publications, Eurostat statistics such glossary of farmers training level terms, as well as respected researches of many European scholars (A. Miceli, A. Moore, M. Mulder et al.). It has been found that European approach to organizing vocational training of future agricultural specialists is rather multiaspect and strives to fulfill educational needs of majority of learners, namely, through practical agricultural training, basic agricultural training and full-time agricultural trainings. It has been clarified that more and more young people realize the importance of the agricultural sector to the overall prosperity of the European Union; therefore they seek quality vocational training based on relevant vocational schools. It has been stated that European Union constantly develops various strategies for developing the agricultural sector, in particular through enhancing quality of future agricultural specialists’ vocational training. It has been defined that despite the fact that low incomes, certain risks, uncertainties in an economic environment due to globalization processes may somehow discourage younger generations to pursue career in agriculture, the CA implements different mechanisms for sustaining stable development of agricultural education. It has been specified that such countries as France and Germany regularly update the content of agricultural education so that it takes into account the trends in vocational training of future agricultural specialists opportunity and allows applying the most advanced teaching technologies, promoting knowledge significance, widening access to all levels of education, implementing a system of lifelong learning, individualizing agricultural education. It has been outlined that the prospects for further studies are seen in studying the most important aspects in the legal framework of the agricultural education system in innovative experience of European countries, the USA, Canada, Australia, etc.
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Mayen, Patrick. "Teacher Education in Light of a Few Principles, Theories, and Studies on Vocational Training and Adult Education." Articles 46, no. 1 (August 29, 2011): 157–70. http://dx.doi.org/10.7202/1005675ar.

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The objective of this article is to critically examine teacher education based on the concepts, principles, and practices of adult education, vocational training, and continuing vocational training. We will discuss a few aspects of teacher education from the perspective of our research and our theoretical frames of reference, touching on the fields of initial and continuing vocational training, as well as adult education, work psychology, and developmental psychology (Pastré, Mayen, & Vergnaud, 2006, Mayen, 2007). We will also draw from a research study on professional work and training in very different sectors: railroad transportation, public works, agriculture, human services, technical-commercial services, guidance, and orientation. This allows us to examine teaching in the light of what we know of other forms of work, and teacher education in the light of what we know of vocational training and adult education.
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Zbaravska, Lesіa, Olha Chaikovska, Tetiana Bilyk, Lyubov Budnyak, Ella Dobrovolska, and Diana Kirika. "Strategies for effective vocational training of high school students in electrical engineering." E3S Web of Conferences 154 (2020): 07010. http://dx.doi.org/10.1051/e3sconf/202015407010.

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The vocational training in agricultural and technical High School should be provided and organized in a systematic, rational, effective ways. The integration of Ukrainian High School in European education considers the training of a universal specialist competent both in theoretical study and practical application of farming and engineering. The first attempts have already been done: dual education projects are encouraged by the Ministry of Education of Ukraine. The paper reports on teaching Physics through the implementation of profession based elements. Therefore, the aims of this paper are threefold: (1) to characterize the scientific knowledge in connecting theoretical and practical areas of study, to determine the basic characteristics according to standardized training programme future specialists in agriculture and engineering should have, (2) to develop the strategies for integrating the profession-based approach to teaching academic disciplines on the basis of the pedagogical experiment that involved 176 student-respondents and 41 teacher-respondents and (3) to create integrated curriculum, profession-based lecture samples and problem book in Physics for students majoring in Power Engineering in Agricultural Complex. The survey was carried out on the basis of the State Agrarian and Engineering University in Podillia, Lviv National Agrarian University and Nizhyn Agricultural University. To gain evidence about the effectiveness of implementation of profession-based material in Physics course in vocational training of future power engineers we used specially designed questionnaires, interviews and observation of behaviour. The results of the study proved that the use of profession-based material promotes the formation of student natural knowledge, as well as a wide range of practical skills and abilities. Providing the professional competence in training stimulates cognitive interest in t studying Physics as a science, helps to absorb material from other science disciplines, to develop their cognitive and creative abilities and to influence on the formation of persistent motifs to obtain knowledge from special disciplines.
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Jewell, Larry R., Kendall C. Beavers, Barbara J. Malpiedi Kirby, and James L. Flowers. "Relationships Between Levels Of Job Satisfaction Expressed By North Carolina Vocational Agriculture Teachers And Their Perceptions Toward The Agricultural Education Teaching Program." Journal of Agricultural Education 1990, no. 1 (March 1990): 52–57. http://dx.doi.org/10.5032/jae.1990.01052.

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Horváthné Petrás, Viktória. "Application of a Simulation Model in an Agricultural Vocational School Through Examples from the Livestock Sector." Regional and Business Studies 12, no. 2 (November 28, 2020): 93–107. http://dx.doi.org/10.33568/rbs.2523.

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In today’s education system, it is possible to prepare a skilled workforce within the framework of public education, higher education and vocational training outside the school system. One of them young people need to be prepared for activities that require adaptability and perseverance. In contrast, there has been a level of development in agriculture that neither teacher training nor vocational training can keep up with, as a result of which it is not possible to teach in the same wayas before. Significant renewal is needed in secondary agricultural education. One of the areas of this is the renewal of technical and IT training, the improvement of the standard of practical education following technological innovations. Numerous researches show that educators need to breakaway from the “outdated” methods used so far, more emphasis should be placed on motivation and practice, as these graduates will ultimately be business leaders who will coordinate the work of their professionals (Berke and Kőmüves, 2016; Kőmüves, Berke and Póra, 2016). It is therefore important and necessary to apply and put into practice the ever-expanding innovative teaching methods. As an innovative pedagogical method, I examined the possibilities of applying the simulation model I created, as this model can point to interdisciplinary relationships that enable students to study an economic process in a broader, more complex light by broadening their knowledge and reflectiveness.
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De Oliveira Gomes Martins, Thiago Luiz, and Ricardo Jorge De Sousa Cavalcanti. "A produção de vídeos tutoriais como recurso didático: uma experiência com alunos do médio integrado no componente curricular Desenho." Revista Principia - Divulgação Científica e Tecnológica do IFPB 1, no. 46 (September 13, 2019): 33. http://dx.doi.org/10.18265/1517-03062015v1n46p33-43.

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This study deals with teaching and learning practices in vocational education and training (VET) in the Brazilian context. The objective of the research was to problematize the production of tutorial videos, as didactic resource - pedagogical, in the discipline “Drawing”, in a class of a higher secondary technical-professional education course. This is a particularly interesting topic due to the lack of teaching materials related to VET and the difficulties of using manual technical drawing instruments (and procedures execution ) observed in this discipline. The qualitative study adopted the action research method and was structured in three stages: video production, analysis of the video production process and intervention analysis. Held at the Federal Institute of Alagoas, Santana do Ipanema Campus, the research was carried out with students from the 1st grade of the Technical Course in Agriculture. Data collection focused on the written record and the application of two questionnaires: before and after the videos were produced. Participants rated positively the teaching experience they had. Our reflections suggest integration between the production of tutorial videos and the development of reflective teaching and learning practices. Thus, it is believed that the production of tutorial videos was positively constituted as a relevant didactic-pedagogical resource to the discipline “Drawing”.
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Dissertations / Theses on the topic "Teaching vocational agriculture"

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Warren, Sarah Danielle. "DeaFFA: An Exploration of Agricultural Education in Schools for the Deaf and Hard of Hearing." UKnowledge, 2019. https://uknowledge.uky.edu/cld_etds/47.

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The Kentucky School for the Deaf agriculture program and FFA chapter is the second Deaf FFA chapter in the nation and has proven itself to be unique, successful, and worthy of investigation. This exploratory, collective/intrinsic Case Study examines the historical evidence of agriculture on the school’s campus, collects observations and interviews regarding agricultural education at the school, and provides insight to advise other educational institutions and organizations on the nature of agricultural education in a school for deaf and hard of hearing students.
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Gillet, Guillaume. "Approche instrumentale de l'activité d'enseignement en sciences et techniques des agroéquipements : le cas d'une formation professionnelle agricole." Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20076/document.

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Cette thèse s’intéresse au travail enseignant en Sciences et Techniques des Agroéquipements (STA) dans le cadre de la transmission d’une « bonne pratique agricole » en situation d’enseignement professionnel. Elle vise à saisir l’organisation de l’activité d’enseignement, instrumentée dans un contexte particulièrement discrétionnaire et dans des environnements dynamiques multiples. Le cadre conceptuel mobilisé est au croisement de la didactique professionnelle et de l’approche instrumentale étendue. L’analyse porte à la fois sur des pratiques effectives et racontées et tient compte de la dimension symbolique de l’instrument dans la stratégie didactique mobilisée par l’enseignant. L’observation de l’activité didactique des enseignants, portant sur un même objet technique, permet de mettre en évidence les différents modes d’appropriations des instruments. L’analyse des résultats s’appuie sur la notion d’invariant (du sujet et de la situation) qui est envisagée au niveau du système d’instruments de l’enseignant et dans une articulation dialectique entre « pouvoir d’agir » et « accomplissement de soi ». La variabilité interindividuelle s’explique dans un processus dynamique de construction identitaire du sujet à l’origine « d’un sens pour soi » à chaque fois unique et sans cesse renouvelé : les connaissances en acte mobilisées par l’enseignant au travers de ses instruments apparaissent intimement liées à une forme de « re-connaissance en acte » donnant des styles d’enseignement variés. D’un point de vue plus général, les résultats valident le modèle « du sujet enseignant » proposé dans le cadre théorique en donnant à l’acte global d’enseignement une signification plus large et au-delà du langage
This University thesis looks into the work done by teachers in Agri-Sciences and Techniques: how a "sound agricultural practice" is transmitted in a vocational teaching situation. Its aim is to grasp the organisation of the teaching activity in a particularly discretionary context and in various fluctuating situations. The conceptual framework used for this research is at the intersection of Professional Teaching Practice and an extended instrumental approach. The analytical work is based on tangible teaching practices as they were expressed, and takes into account the symbolic dimension of the device used by the teacher. As it bears on one technical element, the observation of the teachers’ activity makes it possible to highlight the various ways they make use of the chosen devices. The results analysis is based on the concept of invariance (both of the subject and the situation), as it was expected from the teacher’s range of devices and also dialectic relation between the concepts of "empowerment" and "self-accomplishment". The variations can be explained by the active process of the person’s identity construction, proceeding from the feeling of personal sense, a feeling each time unique and incessantly renewed: the teacher’s knowledge and cognition, as it is mustered through the devices used, appear to be closely linked to a form of "re-cognition", leading to varied teaching styles. From a more general point of view, the results verify the model of a "teaching person", as it was propositioned in the theoretical framework; it gives the global teaching act a broader meaning that reaches beyond language
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(8812091), Bryanna J. Nelson. "A Comparative Analysis of Agriculture and Science Teachers' Perceived Approach and Efficacy Teaching Problem-Solving." Thesis, 2020.

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The need for STEM employees is on the rise in direct relation with the changing needs of our globe (Jang, 2015). There are gaps to be filled not only in the workforce and industry, but also by academia and government (Jang, 2015). K-12 STEM education has the ability to address 21st century problems, in particular, the need for more highly skilled workers in STEM fields by focusing on developing students’ 21st century skills. A critical skill for students to develop to be able to properly collaborate on teams and engage in the STEM workforce is problem solving. Problem solving is thought of as being the most important cognitive goal of education in every educational context: formal, informal, public schools, universities, and everything in between (Jonassen, 2010). In order to properly assess students, and know where improvements could be made, it is vital that we examine teachers first. By exploring how teachers approach problem-solving, and how self-efficacious they feel teaching problem-solving, then we can determine how to better assist both teachers and students. The current study sought to address this gap in the literature through surveying three states agriculture and science teachers using two established instruments. The survey was distributed online via Qualtrics and was available to participants for three weeks during the month of January 2020. The survey is divided into three major sections with the first two sections being the instruments used: (1) Problem Solving Inventory, (2) Teaching Science as Inquiry, and (3) Demographics. Demographics was placed at the end of the survey following recommendations from Dillman et al. (2014).

The final response rate for the survey was 9.04% for agriculture teachers and 13.4% for science teachers, a total of 22.44% (n = 504). After data cleaning there is a total of 4.3% of useable responses from agriculture and 5.58% for science resulting in a usable response rate of 9.88% (n = 205). A little more than half of the participants were female (59%) with the remainder being male (39.5%) and a small percentage (1.5%) elected not to respond or selected “prefer not to say”. The largest population that responded to the survey were between the ages of 44 and 54 (43.1%) and teaching for 21-25 years (19%). The survey found that teachers thought of themselves as being confident problem-solvers but used a more avoidance-style. Teachers also felt they had less control or had more negative feelings in regard to problem-solving. Overall, teachers from both agriculture and science viewed themselves as being moderate to high problem-solvers in general. The instrument was not intended to measure problem-solving relating to the classroom. The second instrument, the Teaching Science as Inquiry, measured how efficacious they felt teaching problem-solving. Teachers from both science and agriculture perceived themselves as being very self-efficacious and had high expectancy outcomes. ANOVA tests were conducted between the two groups to determine if there were differences in their responses and no statistically significant differences were found. A correlation was conducted in order to determine which variables from the two instruments held relationships. The correlation suggests that the two instruments have several strong relationships between the variables like personal self-efficacy and expectation outcomes. research should focus on refining the instruments to reduce the number of questions and survey more individuals to capture more generalizable results.

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Books on the topic "Teaching vocational agriculture"

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University of Illinois at Urbana-Champaign. Vocational Agriculture Service. Vocational agriculture news and notes. Urbana, Ill: Vocational Agriculture Service, College of Agriculture, 1985.

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Department of Education and Science. Vocational education: Agriculture, horticulture. Dublin: Stationery Office, 2000.

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Uhling, Lawrence R. An irrigation guide for vocational agriculture instructors in Washington. Olympia, Wash: Superintendent of Public Instruction, 1986.

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Branch, Alberta Curriculum Standards. Agriculture: Guide to standards and implementation. Edmonton, AB: Alberta Education, Curriculum Standards Branch, 1997.

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Geerligs, Jacobus Wilhelmus Gerhardus. Design of responsive vocational education and training: A reconstruction of a systems change in agricultural education. Delft: Eburon Publishers, 1999.

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Manuwoto, Syafrida. Fenomena penurunan peminat perguruan tinggi pertanian Indonesia. 3rd ed. Bogor: IPB Press, 2010.

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Manuwoto, Syafrida. Fenomena penurunan peminat perguruan tinggi pertanian Indonesia. 3rd ed. Bogor: IPB Press, 2010.

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National Council for Curriculum and Assessment., ed. Vocational education: Technology. Dublin: Stationery Office, 2000.

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Department of Education and Science. Vocational education: Engineering. Dublin: Stationery Office, 2000.

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Department of Education and Science. Vocational education: Mathematical applications. Dublin: Stationery Office, 2000.

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Book chapters on the topic "Teaching vocational agriculture"

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Masha, Mmapake Florence, Mdumo S. J. Mboweni, and Thokozani Isaac Mtshali. "Advanced Scholarship of Teaching and Learning in Agricultural Technology Among Technical Vocational Education and Training College Students." In New Models for Technical and Vocational Education and Training, 91–114. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2607-1.ch006.

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This study sought to document students' experiences on the use of advanced scholarship of teaching and learning (instructional methods) in agricultural technology. Agricultural technology aims to aid TVET students with sustainable developmental skills for agricultural sector. This includes gearing them towards productivity along the agriculture value chains and improve the economic growth. Hence, the study purposively sampled 50 agricultural technology students and each group contained 10 members. Furthermore, this study used slow scholarship and world café as a theoretical framework. Through a phenomenological approach, students revealed how the slow scholarship and world café methods have developed their ability to learn agricultural concepts and acquiring essential life skills. Thus, it was recommended that agriculture technology lecturers in TVET colleges should be trained more frequently on student centered approaches in order to align with the goals of agricultural technology curriculum.
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Sephokgole, Ramongwane Daniel, and Sylvia Manto Ramaligela. "Challenges Experienced by Lecturers About Instructional Practices on Agricultural Programmes in TVET Colleges." In New Models for Technical and Vocational Education and Training, 49–73. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2607-1.ch004.

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The acquisition of knowledge and skills largely depends on the availability of resources and equipment to practice agricultural programmes. Providing quality of knowledge and skills is challenging for lecturers offering agricultural programmes in technical and vocational education and training (TVET) colleges. Therefore, practicing agriculture using appropriate resources and equipment have a crucial role to play in ensuring that lecturers are able to practice agricultural programmes in TVET colleges. The considered challenge is that lecturers are unable to practice agricultural programmes due to a lack of agricultural resources and equipment. The qualitative research approach applied in this chapter was through semi-structured interviews used to collect data of 15 individual agriculture TVET lecturers. The study was analyzed using Mitzel's theoretical framework, and presage variables were used as a lens to understand the challenges experienced by lecturers about instructional practices on agricultural programmes. Content knowledge and skill, teaching skill, teaching style, and personal traits and those themes were used as categories to present the lecturer's interview. The key finding was that although most of the lecturers were able to integrate content knowledge and practical skill and has good personality traits, they were unable to show their teaching skills and teaching style due to a lack of resources and equipment. The authors conclude that a lack of resources and equipment derail the practice of agricultural programmes in TVET colleges.
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"Study on tourism vocational college students’ language anxiety and its implication for construction of tourism teaching and training base." In Biotechnology, Agriculture, Environment and Energy, 251–54. CRC Press, 2014. http://dx.doi.org/10.1201/b17720-55.

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Conference papers on the topic "Teaching vocational agriculture"

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Parseliunas, Eimuntas, and Saulius Urbanas. "Features of Flexible E-Learning Modules Within Geographical Information Science for Vocational Training." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59093.

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The main features and general structures of two distant learning modules within geographical information science for vocational training are presented in this paper. “European Level Developments of Flexible Learning Models within Geographical Information Science (GIS) for Vocational Training (E-GIS)” was a pilot project under the Leonardo de Vinci Community action Programme on vocational training, within Geographical Information Science (GIS), to be implemented over a three year period, 2002–05. The project will be continued in 2008–2009 under the abbreviation eGIS+. The main objectives of the project is to establish co-operation between European Universities and GIS user organisations and to develop modularised courses intended for Internet based learning, establish links of communications between the partners in the project in order to disseminate and share “best practices” in different teaching situations and for different types of students. The course modules to be developed, all together, will constitute a one-year programme within GIS. This project mainly targets full time students, private and civil service employees within the European Union, but also similar categories in non-EU countries. The outcomes of the project is high level content, new net-based pedagogic method suited for accessing target groups of great diversity as regards pedagogic traditions, access to computers and bandwidth. Cooperation between the institutions will, certainly, give higher level courses than the individual institutions could possibly themselves. “Training of Lithuanian Geographic Information Infrastructure managers” is a project supported by European Union Structural Funds and National Land Service under the Ministry of Agriculture of Lithuania Republic. The main objective of the proposed geographic information e-training system is to develop and provide the modularised Spatial Information Infrastructure courses intended for on-line based learning. This mainly will target employees of civil service and private business in Lithuania and European Union. Proposed curriculum is a set of modular courses adding up to 1.5-year part-time studies in the field of Geographic Information Science and Geographic Information Infrastructure.
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