
































Microsoft Word - 69-Manuscript-765-1-11-20200930.docx


Gorter et al.   Advancements in Agricultural Development 
  Volume 1, Issue 3, 2020 
  agdevresearch.org 

1. Erin K. Gorter, Lecturer, Cal Poly State University San Luis Obispo, 1 Grand Avenue San Luis Obispo, CA 93407, 
ekthomps@calpoly.edu, https://orcid.org/0000-0002-3001-2251  

2. Tyson J. Sorensen, Assistant Professor, Utah State University, 2300 Old Main Hill Logan, UT 84322, 
tyson.sorensen@usu.edu, https://orcid.org/0000-0003-2103-1669  

3. Jana Russell, Graduate Student, The Pennsylvania State University, Armsby Building University Park, PA 16802, 
jlr896@psu.edu, https://orcid.org/0000-0001-9869-5397   

4. Sierra Taylor, Graduate Student, Cal Poly State University San Luis Obispo, , 1 Grand Avenue San Luis Obispo, CA 93407, 
sitaylor@calpoly.edu, https://orcid.org/0000-0002-8546-3666 

5. Thomas M. Henderson, Assistant Professor, California State University Chico, 400 West First Street Chico, CA 95929, 
tmhenderson@csuchico.edu, https://orcid.org/0000-0001-8191-7256  
 

 
68 

 

Perceived Changes among Second-Stage Agricultural Teachers 
Following a Professional Development Experience in Ecuador 

E. Gorter1, T.  Sorensen2, J. Russell3, S. Taylor4
, T. Henderson5 

 
 

  

Abstract 

This qualitative case study sought to explore changes in the perceptions of second stage (years 4-10) 
school based agricultural education teachers (SBAE) following a professional development 
experience in Ecuador. Experiential learning was utilized as a theoretical lens and the model of 
teacher change as an operationalized conceptual framework. Semi-structured one-on-one interviews 
were conducted, and transcripts analyzed for thematic content. Findings elucidated three emergent 
themes: change in classroom practices; change in personal and professional pursuits; and change in 
perceptions, beliefs, and attitudes. As a result of the experience, misconceptions were dispelled, new 
understandings of agriculture and natural resources were developed, confidence was increased, and 
a desire for more global engagement was communicated. Teachers expressed their desire to be 
more inclusive, encourage global engagement and citizenship among their students, and integrate 
more global concepts within their teaching practices. The findings have implications for the 
importance of holistic approaches to teacher development through international experiential 
learning, rather than just a focus on classroom teaching practices. To add to our findings, similar 
research with other teachers beyond second stage should be conducted. Also, research exploring the 
influence of international development activities on career commitment should be conducted.  
 
 

Keywords 

experiential learning, international, teacher change, training 



Gorter et al.  Advancements in Agricultural Development 
 

https://doi.org/10.37433/aad.v1i3.69  69 
 

Introduction and Problem Statement 
 
Passel and Cohn (2008) estimated one in five people in the United States will be an immigrant 
by the year 2050. This demographic shift could impact school-based agricultural education 
(SBAE) in the United States, creating a need for global perspectives and cultural awareness 
within these educational settings. Additionally, in order to prepare a workforce able to tackle 
complex global issues agriculture will face, students must have contextualized global 
experiences (Applied Development Economics, 2019; Braskamp, 2008). Teachers therefore 
need to possess the knowledge necessary to teach global concepts to their students. One way is 
through global professional development opportunities. Despite few opportunities for teachers 
to travel internationally (Hurst et al., 2015; Thuemmel & Welton, 1983), studies show 
international experiences can reinvigorate teachers in their career, augment their cultural 
awareness, and increase their confidence and autonomy (Sandlin et al., 2013; Stephens & Little, 
2008). 
 
Although international professional development experiences may provide benefits to teachers 
(e.g., Bruening et al., 2002; Oh & Nussli, 2014), little is known about these type of experiences 
on second stage teachers (i.e., years four-10) (Kirkpatrick, 2007). While second stage teachers 
across all disciplines are characterized as autonomous, competent, and desiring professional 
growth opportunities (Conway & Eros, 2016; Draves, 2012; Eros, 2009), they also exit the 
profession at a rate of 6.8% per year (Goldring et al., 2014). Within SBAE, mid-career SBAE 
teachers have been identified as being less committed than other teachers (McKim et al., 
2017). Smalley and Smith (2017) called for calculated professional development opportunities 
for SBAE teachers in this mid-career phase. Understanding the influence of international 
professional development experiences on second stage SBAE teachers can be important in 
addressing teacher attrition issues as well as ensuring a well-trained, globally competent 
scientific workforce in the future.  
 

Theoretical and Conceptual Framework 
 
This study of the influences of an international teacher professional development experience 
on teachers was viewed through the theoretical lens of experiential learning (Kolb, 1984). 
Based on the work of Dewey (1938) and others, experiential learning focusses on specific lived 
experiences upon which learners reflect and then act (e.g., change behavior) as a result of their 
reflections on the lived experience (Kolb, 1984). Research clearly supports the theoretical 
underpinnings of experiential learning in providing professional development activities to 
teachers that involve active learning experiences and reflection (e.g., Desimone, 2011). With 
this theoretical perspective in mind, teacher professional development should be viewed as a 
process of change that is unique to each teacher as they connect their own past experiences 
with their newly acquired professional development experiences.  
 
Viewed through the lens of experiential learning, research supports the notion that teacher 
change is a gradual process. Research suggests that effective professional development 



Gorter et al.  Advancements in Agricultural Development 
 

https://doi.org/10.37433/aad.v1i3.69  70 
 

experiences should employ collaborative and active learning strategies that expose teachers to 
actual practices and curriculum, provides them opportunities to practice, and enables them to 
reflect on their own teaching practices (Adey 2004; Guskey, 1985). Furthermore, other studies 
suggest that effective professional development programs should consist of more than just a 
one-time event with no follow-up or prolonged reflection (Guskey, 2000). 
 
To operationalize the theory of experiential learning in the context of teacher professional 
development as a process of teacher change, we utilized the model of teacher change (Guskey, 
2002) as a conceptual framework for this qualitative study. Guskey (2002) proposed a linear 
model for teacher change, explaining that teacher attitudes and beliefs ultimately change from 
professional development activities after reflecting upon improvements in student learning and 
implementing changes to their teaching practice (see Figure 1). According to Guskey (2002), 
meaningful teacher development should be developed with the target audience in mind. This 
study focused on a professional development event designed specifically for SBAE teachers, 
thus Guskey’s (2002) framework was deemed an appropriate model to explore teacher change 
in the context of an international teacher professional development experience. 
 
Figure 1  
The Model of Teacher Change (Guskey, 2002) As a Conceptual Framework for the Study 
 
 

 
 
 

Purpose 
 
The purpose of this study was to qualitatively explore changes in second stage teachers of SBAE 
from two western states who participated in an international experience specifically designed 
for the professional development of SBAE teachers. The following question drove this 
exploration: What changes occur in second stage SBAE teachers as a result of an international 
professional development experience? 
 

Methods 
 
This qualitative bounded case study was utilized to explore second stage teacher change as a 
result of a 10-day professional development program in Ecuador. We recruited SBAE teachers 
from California and Utah to participate in the professional development program. Participants 
were purposively selected for the study based on the criteria that they were SBAE teachers who 



Gorter et al.  Advancements in Agricultural Development 
 

https://doi.org/10.37433/aad.v1i3.69  71 
 

had between four and 10 years of teaching experience and who were participants in the 2018 
professional development program in Ecuador. Teachers who met the criteria were invited via 
email to participate in the study. Ultimately, six SBAE teachers agreed to participate.  
 
One of the participants in the study was of Latino heritage while the other five were White. Five 
of the participants were female and one was male. Three participants had completed four years 
of teaching, two had completed six, and one had completed seven years of teaching. Each 
participant’s school varied greatly in the percentage of Hispanic or Latino students, ranging 
from 11% to 94% with a mean of 55%. Two of the participants had never travelled outside of 
the United States, one participant had extensive travel experience to Latin America where his 
family lived, and three participants had minimal travel experience outside of the United States. 
None of the participants had ever travelled internationally for work-related purposes.   
 
The 10-day professional development program in Ecuador consisted of various agriculture and 
natural resources-based tours, cultural presentations, traditional and non-traditional 
educational presentations, curriculum development activities, home stays with local families, 
and reflection activities. Learning outcomes for the professional development program in 
Ecuador included: self-evaluation of local and global perceptions towards education, 
agriculture, natural resources, and culture; identify major social, political, food, environmental, 
educational, and agricultural issues and concerns facing Ecuador and Ecuadorian agriculture; 
develop goals and an action plan related to global education improvement; reflect on teaching 
practices regarding ELL students and integration of global concepts; and expand teaching skills 
and resources related to global agricultural, food, and the environment. 
 
Data collection consisted primarily of one-on-one semi-structured interviews. The questions 
utilized in the semi-structured interviews were guided by various sources including the Global 
Perspectives Inventory (Research Institute for Studies in Education, 2017), Pulse of a Teacher 
Scale (Swan, 2005), and the Career Commitment Scale (Carson & Bedein, 1994). Six different 
interviews lasting about 50 minutes each were conducted via telephone by the first two 
authors and transcribed verbatim for data analysis. The interviewing researchers also took 
hand-written notes on each interview guide during each interview and kept a research journal 
to record reactions, thoughts, and feelings. 
 
We used constant comparative analysis to analyze the data (Merriam & Tisdell, 2016; Saldaña, 
2016). We analyzed and coded the data for thematic content using coding protocols outlined by 
Auerbach and Silverstein (2003). Two separate researchers performed the coding process 
separately with constant checks for accuracy and reliability in coding. Also, individual 
transcriptions were sent to the corresponding participants for informant feedback.  
 
Multiple sources of input in the form of field notes, journals, and interview transcriptions 
reinforced trustworthiness. Researchers worked together in reviewing notes, audio recording, 
observations, and transcripts, and reflecting on the research process to support credibility and 
confirmability. Additionally, two of the researchers added credibility and confirmability through 
familiarity of the participants as they participated and provided leadership in the international 



Gorter et al.  Advancements in Agricultural Development 
 

https://doi.org/10.37433/aad.v1i3.69  72 
 

experience themselves. To bolster transferability, we present multiple direct quotations that 
support the emergent themes (Schwandt et al., 2007).  
 

Findings 
 
Utilizing the model of teacher change (Guskey, 2002) as a framework for analysis, this study 
aimed at understanding what changes might occur in SBAE teachers as a result of an 
international professional development experience. Three major themes emerged with 
multiple sub-themes: (a) change in classroom practices (three subthemes); (b) change in 
personal and professional pursuits (three subthemes); and (c) change in perceptions, beliefs 
and attitudes (three subthemes); Pseudonyms were assigned to protect participant identity in 
reported findings. 
 
Theme 1: Change in Classroom Practices 
As a result of their international experience, the participants in this study expressed their desire 
to implement changes in their classroom practices; specifically: a) to be more inclusive of all 
students; b) to encourage students to engage in global opportunities and become better 
citizens; and c) to integrate more global agriculture and natural resources concepts including 
sharing their experiences from the Ecuador professional development program. 
 
Most of the participants discussed how the experience made them want to increase inclusion 
and diversity within their teaching practice. Cara stated, “It has increased my desire to, to 
diversify the kind of students we have in our program.” Mary mentioned how the experience 
has made her want to change her practice to be more inclusive. She said, “…especially for my 
students that come from different backgrounds, it made me want to try and cultivate different 
ways to be able to really help them and make my class the best experience possible for them.” 
For some of the participants, the experience helped them understand their own students’ 
backgrounds better to better meet their needs. Kelly said,  

I think it has increased my awareness of others…their backgrounds and things that they 
value compared to my own…I'm more aware of how I approach certain situations or 
how I address certain questions or tone even when addressing, students of different 
cultures.   

 
The Ecuador professional development experience enabled the participants to engage with the 
local people in their homes, which for some, seemed to be a humbling experience. Many of the 
participants expressed how it helped them gain a deeper appreciation for the values the 
Ecuadorian people cherished. As a result, participants expressed their desire to teach their own 
students about these values. Kelly stated,  

I just felt like the things that the people in Ecuador valued was just, like, family, 
friendship, um, and I just felt like that experience is something that I can share with my 
own kids. Like, ‘keep your word, be good to each other, be nice.’ 
 



Gorter et al.  Advancements in Agricultural Development 
 

https://doi.org/10.37433/aad.v1i3.69  73 
 

Molly discussed how she has more confidence talking to her middle-class students about being 
grateful and realizing what they have. She said,  

It has definitely made me more comfortable to talk about topics that might be a little bit 
more uncomfortable for people, in regards to how people live. A lot of my students are 
white, kind of middle-class students. So, they don't realize how lucky they are to live the 
life that they do. So, it's definitely opened up doors for me to talk to them about it.  

 
Participants also expressed their desire for their own students to have global experiences. Mary 
and Rose both talked about the benefit of international experiences and how it would benefit 
their students, just like it benefited them. Mary said, “I definitely would encourage any of my 
students that have the opportunity to go on an international experience…to take the 
opportunity and try to share my own experience and how it impacted me and my career and 
my life.” Some participants talked about international experiences for students as a way to get 
them out of their comfort zone and how they wish they could provide similar experiences for 
their students as they had. Cara said,  

I want my students to have the same experience somehow. I want them to take a trip 
outside of their comfort zone and see someplace new outside of the United States. One 
of the things I would love is just actually take a group of students on a trip like this. A 
trip to another country where they see agricultural being done in a way they hadn't 
imagined. 

 
Participants in this study expressed their desire to integrate global concepts into their 
curriculum as a result of their experience in Ecuador. John stated, “Our students do need to be 
taught a global perspective. I really need to infuse global economies in my Economics class, I 
need to infuse a global view of agriculture all around, and not just focus solely on the US.” 
 
Similarly, Cara stated: “I've definitely been inspired to incorporate more of a global perspective 
in my classroom tremendously since then.” The participants also shared how they connected 
global concepts from their Ecuador experience to their own curriculum by sharing pictures, 
personal experiences and stories. Rose said, “I reference it because I teach floral now. I wasn't 
previously, but I'm doing it this year. So, we visited a lot of the carnation farms, and roses and 
so I've used that experience in class.” John talked about integrating pictures:  

For about a week, we looked at the pictures, and we talked about my experience, um, 
and it's definitely inspired some of the students to try to, not necessarily go to Ecuador, 
but just expand their mindset, that there is no one way of doing things…that yes, in the 
US we do it this way, but it doesn't mean that it's the only way.  

 
Kelly also talked about sharing pictures:  

It has allowed me to share my experience with my students by showing them images or 
telling them stories and they seem rather interested because they feel like a lot of it 
they can relate back to because they've seen it, you know, when they've traveled in 
Mexico.   

 
 



Gorter et al.  Advancements in Agricultural Development 
 

https://doi.org/10.37433/aad.v1i3.69  74 
 

Theme 2: Change in Personal and Professional Pursuits 
As a result of their international experience, the participants in this study expressed changes in 
their personal and professional pursuits; specifically: a) re-evaluating their career choices; b) 
increased desire for additional international experiences; and c) gaining confidence to try new 
and uncomfortable things. The participants expressed great satisfaction and growth as a result 
of the Ecuador professional development experience. Some of the participants referred to it as 
“life changing” and “eye opening.” As a result of the experience, some of the participants began 
questioning their career choice, wondering if a different career would enable them to have 
more international exposure. John stated,  

It definitely has fulfilled a satisfaction, it also has inspired me to think about, ‘should I do 
something else to continue this path of growth?’ But I definitely have not made that 
decision final. It has instilled a passion and a satisfaction…it did start for me to wonder. 

 
Participants also discussed their changes in attitudes towards international travel and how they 
want to do more of it in the future. Talking about international experiences, Mary stated, “It is 
definitely something that I want to experience more of and be able to see more.” Molly talked 
about the desire to have international experiences, not as a tourist, but as one integrated into 
the local culture. She stated,  

it has definitely made me really want to travel to a lot of different places, and instead of 
just go and travel and get the tourist experience, it really makes me want to emerge 
more in other people's culture and way of life, and not just walk around where maybe 
other people live, but to get the real experience, and you know, get to stay with the host 
family, it's definitely something that's really eye opening.  

 
Rose discussed how she wanted to have additional international experiences with her students. 
She stated, “I want to travel more and try to bring that experience to the kids even maybe, to 
have them go abroad, like I've had other teachers say they've taken students abroad.” 
 
The participants frequently discussed how the Ecuador experience increased their confidence 
and comfort level to face some of their challenges and do difficult things. When asked about 
how the experience changed her, Kelly said, “I feel like I'm more open to try new things…I feel 
like I'm more eager and more comfortable with asking veteran teachers for help or learning 
from others.” Similarly, Mary talked about how she feels more comfortable talking with others 
about culture. She said, “I feel more comfortable after going through the experience and 
especially sharing my culture with other people and encouraging my students to share 
experiences that they have with their own culture that may be unique or different.”  
 
Theme 3: Change in Perceptions, Beliefs, and Attitudes 
The participants in this study expressed how their perceptions, attitudes, and beliefs changed 
as a result of their experience; specifically a) how misconceptions were dispelled; b) how 
agriculture and natural resource management was re-conceptualized; and c) how they gained a 
new perspective for teaching. A few of the participants discussed how the Ecuador experience 
helped them realize some of the misconceptions they had about other nations and people, 
particularly misconceptions derived from the media. Mary stated,  



Gorter et al.  Advancements in Agricultural Development 
 

https://doi.org/10.37433/aad.v1i3.69  75 
 

It was a very eye-opening experience. You have a perspective of what the media 
portrays of what life looks like in other countries, and what you think it's going to be 
like. And actually, experiencing that and being able to see that it is a completely 
different picture, it was very interesting.  
 

Similarly, Molly stated,  
I think that watching the news or reading articles about other countries, my 
perspectives have definitely changed in the way I think about making decisions or 
making assumptions about other countries and other cultures…So I think it makes you 
take a step back and maybe not believe everything you hear.  
 

The participants also expressed how their perceptions changed about agriculture and natural 
resources as a result of the Ecuador experience. Cara talked about this change in perspective:  

It helped me redefine what I call sustainable. Before I went on that trip, if you asked me 
what was sustainable agriculture, I would have told you that it had to be economically 
stable, environmentally stable, and produce enough for it to be viable. After the trip I 
added a fourth thing, in order to be sustainable, it also has to be social, the cultural part 
of the community has to be sustainable. If you are not honoring the local social and 
cultural practices, whatever you're doing will not be stable in that area.   
 

Mary talked about her shift in thinking in relation to how important it is to teach about global 
agriculture. She stated, “I realized how much more important it really is…you realize the 
importance of it, especially with sharing, teaching our students about global agriculture…” 
 
The Ecuador experience seemed to change the participants’ perceptions about life and 
teaching. They seemed to see life in a bigger picture and not get caught up in the little things. 
Cara said, “It just puts things into perspective, and I’m not going to sweat the small stuff.” Molly 
discussed how the Ecuador experience helped her gain an appreciation for what she has and 
the country she lives in. She stated,  

I think it's just a really great experience and it opens your eyes, and it's definitely life 
changing. Maybe not, in the way that everybody thinks it's going to be, but it just makes 
you really appreciate what you have, and it makes you appreciate the country we live in.  

 
Kelly discussed a change in thinking about her lifestyle choices as a result of the experience. She 
said,  

I think it's an eye opener and it has really made me evaluate my own lifestyles. I feel like 
I'm spoiled with all of the necessities and items and, you know, the convenience that I 
have here in America versus in other countries. So, it has made me really step back and 
look at the way I live my own daily life. 

 
In summary, the findings of this study parallel the changes as described in the model of teacher 
change (Guskey, 2002). The Ecuador experience yielded changes in teachers’ classroom 
practices, and changes in teachers’ perceptions, beliefs, and attitudes. It also yielded changes in 
teachers’ personal and professional pursuits and behaviors (see Figure 2).   



Gorter et al.  Advancements in Agricultural Development 
 

https://doi.org/10.37433/aad.v1i3.69  76 
 

 
Figure 2  
Visual Summary of Findings 

 
 
 

Conclusions, Discussion, and Recommendations  
 
The Ecuador professional development experience-initiated changes in participants. Two of the 
three emergent themes aligned with the model of teacher change (Guskey, 2002), specifically, 
changes in classroom practices as well as changes in attitudes and beliefs. While the themes 
from this study in large part aligned with the model of teacher change, the theme related to 
change in personal and professional pursuits did not seem to align. Guskey’s (2002) model of 
teacher change focused primarily on teachers’ professional practice, yet as a result of the 
international experiential learning event, the participants clearly communicated a broader 
sense of personal and professional development (e.g., reconceptualization of agriculture 
concepts, examination of personal core values and lifestyle) not related to classroom teaching. 
This finding has implications for the importance of more holistic approaches to second stage 
teacher development, rather than just a focus on classroom teaching practices.  
 
With agriculture and natural resources challenges at the center of an ever-changing global 
economy, the participants in this study expressed a new understanding of agriculture and 
people in a global context. They expressed their desire to engage students and teach about 
agriculture and natural resource topics in a global context as well teaching students about the 
core values of life that should transcend borders. This finding suggests that international 
experiential learning events for second-stage teachers can be valuable for dispelling 
misconceptions and increasing knowledge, confidence, and resources related to global 
agriculture concepts. Based on these findings, we suggest state and national leaders examine 
the feasibility of conducting experiential learning opportunities (e.g., international agriculture 

Ecuador Professional 
Development 

Experience 

Change in Classroom Practices 
1- More inclusive of all students 
2- Encourage global engagement, gratitude, and 

citizenship 
3- Integrate global concepts and share global experiences  

Change in Personal and Professional Pursuits  
1- Reevaluation of career choices 
2- Desire for additional international experiences 
3- Confidence to try new and uncomfortable things. 

Change in Perceptions, Beliefs, and Attitudes 
1- Misconceptions dispelled 
2- Agriculture and natural resources reconceptualized 
3- Different perspective on life and teaching  



Gorter et al.  Advancements in Agricultural Development 
 

https://doi.org/10.37433/aad.v1i3.69  77 
 

tours) with a holistic approach to development (e.g., personal and professional development) 
and focused on global agriculture and natural resources issues for teachers.      
 
While the Ecuador teacher professional development program seemed to elicit positive 
changes in teachers, it also seemed to expand their world view and sense of adventure. 
Participants expressed their desire to engage in other future international travel opportunities 
while also expressing their increased confidence to try new things and step outside their 
comfort zone more. While these are positive outcomes, it was somewhat concerning that the 
sense of adventure also caused some to re-evaluate teaching as a career choice. The 
participants perhaps struggled to reconcile international travel opportunities and teaching 
agriculture as mutually compatible activities. It is possible that international teacher 
professional development experiences do not actually increase second stage teacher’s sense of 
career commitment. Further research should be conducted exploring these questions.  
 
The participants in this study did not explicitly discuss changes in student learning outcomes. A 
limitation to this study was the inability to determine if participant changes made as a result of 
the international experience actually led to student learning gains. Future research should be 
conducted exploring this. Additionally, we recommend program leaders provide opportunities 
for continued reflection and observation to identify impacts through student learning 
outcomes. This study was focus solely on second stage educators from only two states. With 
variations in classroom demographics, norms, and career cycle stage, we recommend further 
research with teachers from different states as well as teachers beyond the second stage. 
 
Overall, this study sought to determine changes in second stage teachers as a result of an 
international professional development program. Participants clearly expressed changes in 
classroom teaching practices, perceptions, beliefs, attitudes, and pursuits. The findings of this 
study contribute to the literature base by identifying the specific changes second stage SBAE 
teachers experienced as a result of an international professional development program.  
 

References 
 
Adey, P. (2004). Effective professional development: What have we learned from teachers of 

thinking? Gifted Education International, 19(1), 13–20. 
https://doi.org/10.1177/026142940401900104  

 
Applied Development Economics. (2019). California agricultural industry cluster final report. 

Agriculture, Water, & Environmental Technology Sector for the California Community 
College System. https://1gz6c0efazm2o5698tl4pd5c-wpengine.netdna-ssl.com/wp-
content/uploads/2020/09/UPDATED-FINAL-CA-AG-Study-Final-Report-020419.pdf  

 
Auerbach, C., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and 

analysis. NYU press. 
 



Gorter et al.  Advancements in Agricultural Development 
 

https://doi.org/10.37433/aad.v1i3.69  78 
 

Braskamp, L. A. (2008). Developing global citizens.  Journal of College and Character, 10(1), 1–5. 
https://doi.org/10.2202/1940-1639.1058  

 
Bruening, T. H., Lopez, J., McCormick, D. F., & Dominguez, D. R. (2002). Active learning: The 

impact on students participating in an extended field trip to Puerto Rico. Journal of 
Agricultural Education, 43(4), 67–75. https://doi.org/10.5032/jae.2002.04067  

 
Carson, K. D., & Bedeian, A. G. (1994). Career commitment: Construction of a measure and 

examination of its psychometric properties. Journal of Vocational Behavior, 44(3), 237–
262. https://doi.org/10.1006/jvbe.1994.1017  

 
Conway, C., & Eros, J. (2016). Descriptions of the second stage of music teachers’ careers. 

Research Studies in Music Education, 38(2), 221–233. 
https://doi.org/10.1177/1321103X16672607  

 
Desimone, L. M. (2011). A primer on effective professional development. Phi Delta 

Kappan, 92(6), 68–71. https://doi.org/10.1177/003172171109200616  
 
Dewey, J. (1938). Education and experience. Simon and Schuster. 
 
Draves, T. J. (2012). Second stage music teachers’ professional identifies. Contributions to Music 

Education, 39, 31–51. https://www.jstor.org/stable/24127243  
 
Eros, J.  (2009). The career cycle and the second stage of teaching:  Implications for policy and 

PD. Arts Education Policy Review, 112(2), 65–70. 
https://doi.org/10.1080/10632913.2011.546683  

 
Goldring, R., Taie, S., & Riddles, M. (2014). Teacher attrition and mobility: Results from the 

2012–13 teacher follow-up survey (NCES 2014-077). U.S. Department of Education. 
National Center for Education Statistics. 
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014077  

 
Guskey, T. R. (1985). Staff development and teacher change. Educational, Leadership, 42(7), 

57–60. https://uknowledge.uky.edu/edp_facpub/21 
 
Guskey, T. R. (2000). Evaluating PD. Corwin Press. 
 
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: 

Theory and Practice, 8(3/4), 381–391. https://doi.org/10.1080/135406002100000512  
 
Hurst, S. D., Roberts, T. G., & Harder, A. (2015). Beliefs and attitudes of secondary agriculture 

teachers about global agriculture issues. Journal of Agricultural Education, 56(1), 188–
202. https://doi.org/10.5032/jae.2015.01188  

 



Gorter et al.  Advancements in Agricultural Development 
 

https://doi.org/10.37433/aad.v1i3.69  79 
 

Kirkpatrick, C. L. (2007, April 10). To invest, coast or idle: Second-stage teachers enact their job 
engagement. [Paper presentation]. American Educational Research Association Annual 
Conference, Chicago, IL, United States. https://projectngt.gse.harvard.edu/files/gse-
projectngt/files/clk_aera_2007_paper_to_post.pdf  

 
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. 

Prentice Hall. 
 
McKim, A. J., Sorensen, T. J., Velez, J. J., & Henderson, T. M. (2017). Analyzing the relationship 

between four teacher competence areas and commitment to teaching. Journal of 
Agricultural Education, 58(4) 1–14. https://doi.org/10.5032/jae.2017.04001  

 
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and 

implementation (4th ed.). John Wiley & Sons. 
 
Oh, K., & Nussli, N. (2014). Challenging, eye-opening, and changing U.S. teacher training in 

Korea:  Creating experiences that will enhance global perspectives.  Journal of the 
Scholarship of Teaching and Learning, 14(4), 67–87. 
https://doi.org/10.14434/v14i4.12764 

 
Passel, J. S., & Cohn, D. (2008). United States population projections 2005-2050. Pew Research 

Center. 
 
Research Institute for Studies in Education. (2017). Global Perspective Inventory: Theoretical 

foundations and scale descriptions. Iowa State University. 
https://www.gpi.hs.iastate.edu/documents/GPI%20Theory%20and%20Scales.pdf  

 
Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage. 
 
Sandlin, M., Murphrey, T. P., Lindner, J. R., & Dooley, K. E. (2013). Impacts of a faculty abroad 

experience on teaching style and technology use in a college of agriculture and life 
sciences. Journal of Agricultural Education, 54(3), 186–197. 
https://doi.org/10.5032/jae.2013.03186   

 
Schwandt, T. A., Lincoln, Y. S., & Guba, E. G. (2007). But is it rigorous? Trustworthiness and 

authenticity in naturalistic evaluation. New Directions for Evaluation, 114, 15–25. 
https://doi.org/10.1002/ev.223 

 
Smalley, S. W., & Smith, A. R. (2017). Professional development needs of mid-career agriculture 

teachers. Journal of Agricultural Education, 58(4), 282–290. 
https://doi.org/10.5032/jae.2017.04282  

   
Stephens, C. A., & Little, D. (2008). Testimonies from four agricultural education student 

teachers related to completing an international student teacher experience in New 



Gorter et al.  Advancements in Agricultural Development 
 

https://doi.org/10.37433/aad.v1i3.69  80 
 

South Wales, Australia. Journal of Agricultural Education, 49(3), 46–55. 
https://doi.org/10.5032/jae.2008.03046 

 
Swan, B. (2005). The relationship between the 2004 Ohio State University Agricultural Education 

student teachers' learning style, teacher heart, and teacher sense of efficacy (Publication 
No. 3169264) [Doctoral dissertation, The Ohio State University]. ProQuest Dissertations 
& Theses Global.  

 
Thuemmel, W. L., & Welton, R. F. (1983). Teacher education activity in international agriculture: 

a national assessment. Journal of the American Association of Teacher Educators in 
Agriculture, 24(2), 40–52. https://doi.org/10.5032/jaatea.1983.02040  

 
 
 
 
 
 
© 2020 by authors. This article is an open access article distributed under the terms and conditions of 
the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/). 
 


