Becoming Agricultural Educators: A Q-Methodological Study of Professional Identity Formation in Georgia Preservice Teachers

Professional identity plays a critical role in how preservice teachers interpret their roles, develop competence, and envision themselves within the school–based agricultural education profession. This study explored the subjective perspectives of preservice SBAE teachers and the factors that shape their developing professional identities. Grounded in the Model of Professional Identity Development, Q methodology was used to examine beliefs, values, and experiences influencing identity formation. Eleven preservice teachers completed a 61–statement Q-sort and a follow-up semi-structured interview. Factor analysis revealed two distinct identity perspectives: “Interaction-Centered Educators”, who emphasized student-centered teaching, reflection, and relational support and “Institutional Advocates for SBAE”, who prioritized program advocacy, structured preparation, and alignment with the multifaceted roles of agricultural educators. Across both perspectives, participants valued holistic instruction, strong teacher-student relationships, and a commitment to supporting SBAE programs, but placed less emphasis on research, policy engagement, and disciplinary philosophy. Findings highlight the complex, relational nature of identity development and reinforce the importance of reflective practice, mentorship, and community belonging within teacher preparation. Implications include integrating intentional identity development activities and strengthening support for students with limited SBAE backgrounds. Future research should examine identity formation longitudinally and across varied preparation contexts.