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Whereas, the role of the teacher educator has changed over the past several years, the preparation of individuals for teaching agriculture still remains the focal point of most agricultural education programs (Anderson, Barrick, & Hughes, 1992). Whether an accurate depiction or not, teacher education programs are often depicted as overly dated and marginal in their approach to producing an adequate supply of highly qualified and skilled teachers (Lytle, 2000). If true, teacher educators should frequently reflect on strategies to modify their programs to identify the most effective ways to prepare teachers to be successful in the ever-changing field of agriculture.

Just as the role of the teacher educator has changed, so has the structure of agricultural education in the public schools. Policy and societal changes, standardized testing, content integration, a changing student population, graduation requirements, and …