AFNR educators’ experiences in an MA program

Abstract

In this study, we explored the lived experiences of secondary school agriculture, food, and natural resources (AFNR) teachers enrolled in, or who recently completed a practitioner-oriented master’s degree in AFNR Education at [University]. Data were collected via semi-structured interviews, and interviews were informed by Appreciative Inquiry methodology. Ten master’s students completed interviews and data were transcribed verbatim. Analysis followed an inductive, constant comparative approach yielding three themes: synthesis experience a critical component, the Master of Arts (MA) student/teacher identity, and MA students having a need for connectedness and external support. Findings are presented with substantiating participant quotes. Lastly, conclusions and implications are discussed, including the value of the capstone master’s project as well as the need for opportunities to connect while completing a distance graduate program.