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Recently there has been an influx of alternatively certified agriculture education teachers entering the profession. Regardless of certification method agriculture education teachers desire and need inservice training. However, are the needs of traditionally and alternatively certified beginning agriculture teachers similar? Little research exists that documents the inservice needs of alternatively certified teachers, much less alternatively certified beginning teachers. The purpose of this study was to determine the inservice needs of traditionally and alternatively certified beginning agriculture teachers and to what extent did differences exist in the inservice needs between those groups. Based upon the findings of this study, agriscience teachers indicated little need for inservice education. There were no significant differences of inservice needs between alternatively and traditionally certified teachers, when comparing grand means of larger constructs. However, differences did exist when comparing specific competency items within constructs. This study modeled the work conducted by Roberts and Dyer (2004), and given the difference in findings, the authors recommended that other states carry out this study so that university faculty and state staff can identify and address the needs of agriculture teachers in their respective states.

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