Delivery and evaluation of a food science professional development training for Mississippi career technical education teachers
Professional development for Career Technical Education (CTE) is needed to effectively implement food science curricula in secondary education courses. Providing CTE teachers with professional development training supports increased awareness of food science academic and career pathways among studen...
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| Veröffentlicht in: | Journal of food science education 2021-10, Vol.20 (4), p.197-207 |
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| container_title | Journal of food science education |
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| creator | Hendrix, Jasmine D. Campbell, Yan L. Zhang, Xue Downey, Laura H. Jagger, Carla B. Schilling, M. Wes |
| description | Professional development for Career Technical Education (CTE) is needed to effectively implement food science curricula in secondary education courses. Providing CTE teachers with professional development training supports increased awareness of food science academic and career pathways among students. The goal of this study was to assess a food science professional development training for Mississippi CTE teachers that would increase their self‐perceived knowledge, self‐perceived ability to conduct specific food science skills, and self‐efficacy to implement food science‐based instruction.
Thirty‐one teachers participated in the 2‐h professional development training that provided teachers an experiential learning opportunity to learn and apply food science concepts. Results indicated that the food science professional development training was effective at increasing teachers’ self‐perceived knowledge and ability to conduct food science skills since the average scores (five‐point Likert‐type scale, n = 28) in all statements increased (p |
| doi_str_mv | 10.1111/1541-4329.12228 |
| format | Article |
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Thirty‐one teachers participated in the 2‐h professional development training that provided teachers an experiential learning opportunity to learn and apply food science concepts. Results indicated that the food science professional development training was effective at increasing teachers’ self‐perceived knowledge and ability to conduct food science skills since the average scores (five‐point Likert‐type scale, n = 28) in all statements increased (p < 0.001) post training. For example, teachers self‐perceived knowledge of the five D's of food product development at pre‐survey (M = 2.00 ± 0.94) increased (p < 0.001) after the training (M = 4.29 ± 0.60). In addition, teachers’ self‐perceived ability to employ the five D's of food product development before the training (M = 0.31 ± 0.54, three‐point scale) significantly increased (p < 0.05) post training (M = 1.72 ± 0.53). Post training, more than 77% of the teachers “agreed” or “strongly agreed” to six out of nine self‐efficacy statements which affirmed their belief to teach food science concepts. Overall, teachers were satisfied with the food science professional development training.</description><identifier>ISSN: 1541-4329</identifier><identifier>EISSN: 1541-4329</identifier><identifier>DOI: 10.1111/1541-4329.12228</identifier><language>eng</language><publisher>Chicago: Wiley</publisher><subject>academic pathways ; career pathways ; Careers ; Curricula ; Education ; Experiential Learning ; Faculty Development ; Food ; Food processing ; Food products ; Food science ; Foods Instruction ; Product development ; Professional development ; Program Effectiveness ; Program Evaluation ; Program Implementation ; Science education ; Secondary School Teachers ; self‐efficacy ; self‐perceived knowledge ; Skills ; Teachers ; Technical education ; Training ; Vocational education ; Vocational Education Teachers</subject><ispartof>Journal of food science education, 2021-10, Vol.20 (4), p.197-207</ispartof><rights>2021 Institute of Food Technologists</rights><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3798-d21817a405dd7c70359a5bba08e947039885b7dc099c7fb4569305b7b8b56f4f3</citedby><cites>FETCH-LOGICAL-c3798-d21817a405dd7c70359a5bba08e947039885b7dc099c7fb4569305b7b8b56f4f3</cites><orcidid>0000-0001-6412-9864 ; 0000-0002-4907-9202</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27905,27906</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1318855$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Hendrix, Jasmine D.</creatorcontrib><creatorcontrib>Campbell, Yan L.</creatorcontrib><creatorcontrib>Zhang, Xue</creatorcontrib><creatorcontrib>Downey, Laura H.</creatorcontrib><creatorcontrib>Jagger, Carla B.</creatorcontrib><creatorcontrib>Schilling, M. Wes</creatorcontrib><title>Delivery and evaluation of a food science professional development training for Mississippi career technical education teachers</title><title>Journal of food science education</title><description>Professional development for Career Technical Education (CTE) is needed to effectively implement food science curricula in secondary education courses. Providing CTE teachers with professional development training supports increased awareness of food science academic and career pathways among students. The goal of this study was to assess a food science professional development training for Mississippi CTE teachers that would increase their self‐perceived knowledge, self‐perceived ability to conduct specific food science skills, and self‐efficacy to implement food science‐based instruction.
Thirty‐one teachers participated in the 2‐h professional development training that provided teachers an experiential learning opportunity to learn and apply food science concepts. Results indicated that the food science professional development training was effective at increasing teachers’ self‐perceived knowledge and ability to conduct food science skills since the average scores (five‐point Likert‐type scale, n = 28) in all statements increased (p < 0.001) post training. For example, teachers self‐perceived knowledge of the five D's of food product development at pre‐survey (M = 2.00 ± 0.94) increased (p < 0.001) after the training (M = 4.29 ± 0.60). In addition, teachers’ self‐perceived ability to employ the five D's of food product development before the training (M = 0.31 ± 0.54, three‐point scale) significantly increased (p < 0.05) post training (M = 1.72 ± 0.53). Post training, more than 77% of the teachers “agreed” or “strongly agreed” to six out of nine self‐efficacy statements which affirmed their belief to teach food science concepts. Overall, teachers were satisfied with the food science professional development training.</description><subject>academic pathways</subject><subject>career pathways</subject><subject>Careers</subject><subject>Curricula</subject><subject>Education</subject><subject>Experiential Learning</subject><subject>Faculty Development</subject><subject>Food</subject><subject>Food processing</subject><subject>Food products</subject><subject>Food science</subject><subject>Foods Instruction</subject><subject>Product development</subject><subject>Professional development</subject><subject>Program Effectiveness</subject><subject>Program Evaluation</subject><subject>Program Implementation</subject><subject>Science education</subject><subject>Secondary School Teachers</subject><subject>self‐efficacy</subject><subject>self‐perceived knowledge</subject><subject>Skills</subject><subject>Teachers</subject><subject>Technical education</subject><subject>Training</subject><subject>Vocational education</subject><subject>Vocational Education Teachers</subject><issn>1541-4329</issn><issn>1541-4329</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNqFUM1LwzAUL6LgnJ49CQHP3fLRj-Qoc1PHxIN6Dmn64jK6tibtZCf_dTMr4s3wIHnv90HeL4ouCZ6QcKYkTUicMComhFLKj6LR7-T4z_s0OvN-gzHjWcZG0ectVHYHbo9UXSLYqapXnW1q1BikkGmaEnltodaAWtcY8D6AqkIl7KBq2i3UHeqcsrWt3wLdoUcbKKHa1iKtHIBDHeh1bXVQQdnrwb4Dpdfg_Hl0YlTl4eLnHkevi_nL7D5ePd09zG5WsWa54HFJCSe5SnBalrnOMUuFSotCYQ4iCa3gPC3yUmMhdG6KJM0Ew2FS8CLNTGLYOLoefMMW7z34Tm6a3oVNvKQZTjJKBeOBNR1Y2jXeOzCydXar3F4SLA8py0OO8pCj_E45KK4GBTirf9nzJWEkfCkNeDbgH7aC_X92crl4ZoPxF27MihI</recordid><startdate>202110</startdate><enddate>202110</enddate><creator>Hendrix, Jasmine D.</creator><creator>Campbell, Yan L.</creator><creator>Zhang, Xue</creator><creator>Downey, Laura H.</creator><creator>Jagger, Carla B.</creator><creator>Schilling, M. 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Wes</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Journal of food science education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hendrix, Jasmine D.</au><au>Campbell, Yan L.</au><au>Zhang, Xue</au><au>Downey, Laura H.</au><au>Jagger, Carla B.</au><au>Schilling, M. Wes</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1318855</ericid><atitle>Delivery and evaluation of a food science professional development training for Mississippi career technical education teachers</atitle><jtitle>Journal of food science education</jtitle><date>2021-10</date><risdate>2021</risdate><volume>20</volume><issue>4</issue><spage>197</spage><epage>207</epage><pages>197-207</pages><issn>1541-4329</issn><eissn>1541-4329</eissn><abstract>Professional development for Career Technical Education (CTE) is needed to effectively implement food science curricula in secondary education courses. Providing CTE teachers with professional development training supports increased awareness of food science academic and career pathways among students. The goal of this study was to assess a food science professional development training for Mississippi CTE teachers that would increase their self‐perceived knowledge, self‐perceived ability to conduct specific food science skills, and self‐efficacy to implement food science‐based instruction.
Thirty‐one teachers participated in the 2‐h professional development training that provided teachers an experiential learning opportunity to learn and apply food science concepts. Results indicated that the food science professional development training was effective at increasing teachers’ self‐perceived knowledge and ability to conduct food science skills since the average scores (five‐point Likert‐type scale, n = 28) in all statements increased (p < 0.001) post training. For example, teachers self‐perceived knowledge of the five D's of food product development at pre‐survey (M = 2.00 ± 0.94) increased (p < 0.001) after the training (M = 4.29 ± 0.60). In addition, teachers’ self‐perceived ability to employ the five D's of food product development before the training (M = 0.31 ± 0.54, three‐point scale) significantly increased (p < 0.05) post training (M = 1.72 ± 0.53). Post training, more than 77% of the teachers “agreed” or “strongly agreed” to six out of nine self‐efficacy statements which affirmed their belief to teach food science concepts. Overall, teachers were satisfied with the food science professional development training.</abstract><cop>Chicago</cop><pub>Wiley</pub><doi>10.1111/1541-4329.12228</doi><tpages>11</tpages><orcidid>https://orcid.org/0000-0001-6412-9864</orcidid><orcidid>https://orcid.org/0000-0002-4907-9202</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | academic pathways career pathways Careers Curricula Education Experiential Learning Faculty Development Food Food processing Food products Food science Foods Instruction Product development Professional development Program Effectiveness Program Evaluation Program Implementation Science education Secondary School Teachers self‐efficacy self‐perceived knowledge Skills Teachers Technical education Training Vocational education Vocational Education Teachers |
| title | Delivery and evaluation of a food science professional development training for Mississippi career technical education teachers |
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