Agricultural science preservice teachers implementation of practical activities through video-based observations

Abstract

Practical activities are essential for promoting experiential learning and preparing future teachers to effectively convey complex concepts, particularly in agricultural science education. Teacher training institutions strive to equip prospective teachers with the requisite knowledge and skills necessary to successfully implement the curriculum in their future teaching endeavors. This study aimed to evaluate preservice agricultural science teachers in their ability to integrate practical activities into their classrooms using easily accessible and locally available resources to teach agricultural science content that requires hands-on engagement from learners. This qualitative study involved six preservice agricultural science teachers in their third year of the Bachelor of Education in secondary education honors program at the International University of Management in Namibia. Preservice teachers were asked to record a 10-15-minute videos of them enacting agricultural science during their four weeks school-based studies (also known as teaching practicum). Video observations revealed that teachers effectively utilized readily available materials to explain concepts in agricultural science in the topic of soil in which they were primarily asked to concentrate on in any grade of their choice. Additionally, the teachers engaged with syllabus-based content appropriately, demonstrated enthusiasm in presenting the material, and exhibited a strong command of the language used as the medium of instruction.