Murray State Theses and Dissertations

Abstract

Teaching agricultural animal reproduction requires a specialized integration of scientific content knowledge and instructional strategies, conceptualized as Pedagogical Content Knowledge (PCK). While PCK has been widely studied in other disciplines, research on its development and application in agricultural education has been limited. This qualitative study utilized grounded theory methodology to explore the PCK of experienced high school agriculture teachers in Georgia as they taught animal reproduction.

Twenty educators, each with a minimum of eight years of classroom experience, participated in the study through semi-structured interviews, lesson artifacts, and memos. Analysis, guided by Gess-Newsome’s (2015) Model of Teacher Professional Knowledge and Skill, revealed that teachers transformed broad content knowledge into topic-specific practices, employing analogies, demonstrations, and hands-on activities to enhance student understanding. Contextual factors, such as community partnerships, curriculum resources, and student demographics, acted as amplifiers or filters, shaping instructional approaches.

Findings culminated in a grounded theoretical model that illustrates how experienced teachers synthesize professional knowledge bases, adapt instruction to address misconceptions, and refine their practices through reflection and contextual understanding. This study contributes to the limited body of research on PCK in agricultural education and promotes the importance of embedding PCK development in preservice preparation and professional development to improve teaching effectiveness in animal science.

Year manuscript completed

2026

Year degree awarded

2026

Author's Keywords

pedagogical content knowledge, animal science, agricultural education

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Teresa Clark

Committee Member

Amber Rice

Committee Member

Kristie Guffey

Document Type

Dissertation

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