Professional Development for Secondary Career and Technical Education [electronic resource] : Implications for Change.
Secondary-level career and technical education (CTE) is broadening its purpose from preparation for entry-level jobs to preparation for both employment and postsecondary education. This expanded purpose requires teachers who have a wider range of skills and knowledge than has been true in the past....
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2010.
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| Subjects: |
MARC
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| 110 | 2 | |a University of Minnesota. |b National Research Center for Career and Technical Education. |0 http://id.loc.gov/authorities/names/no2003109614. | |
| 245 | 1 | 0 | |a Professional Development for Secondary Career and Technical Education |h [electronic resource] : |b Implications for Change. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2010. | ||
| 300 | |a 80 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
| 338 | |a online resource |b cr |2 rdacarrier. | ||
| 500 | |a Availability: National Research Center for Career and Technical Education. University of Louisville, College of Education and Human Development, Louisville, KY 40292. Tel: 877-372-2283; Tel: 502-852-4727; Fax: 502-852-3308; e-mail: nrccte@louisville.edu Web site: http://www.nrccte.org. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Office of Vocational and Adult Education (edition). |5 ericd. | ||
| 500 | |a Abstractor: ERIC. |5 ericd. | ||
| 500 | |a Educational level discussed: High Schools. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 500 | |a Educational level discussed: Postsecondary Education. | ||
| 500 | |a Educational level discussed: Secondary Education. | ||
| 516 | |a Text (Reports, Evaluative) | ||
| 520 | |a Secondary-level career and technical education (CTE) is broadening its purpose from preparation for entry-level jobs to preparation for both employment and postsecondary education. This expanded purpose requires teachers who have a wider range of skills and knowledge than has been true in the past. This report examines the influences that are creating the context in which professional development for secondary CTE operates, the kinds of learning opportunities that secondary CTE teachers need to respond to this context, and the projects that the National Research Center for Career and Technical Education (NRCCTE) is conducting that are addressing the needs identified. The focus is on professional development for teachers in the classroom, both those who enter the profession through traditional teacher preparation programs and those who are alternatively certified. The context for professional development for secondary CTE teachers arises from the interaction of many factors, four of which are examined in Chapter 2: (1) the stages that teachers typically go through from the time they enter the classroom until they leave the profession; (2) standards that have been established for (a) what teachers should know and be able to do and (b) how professional development should be structured and delivered; (3) technological innovations that cause new occupations to emerge and others to become obsolete; and (4) the decline in the number of institutions offering four-year teacher education programs in CTE. The influences identified in Chapter 2 interact to create a need for secondary CTE teachers who have the instructional and assessment skills and knowledge that are discussed in Chapter 3. The NRCCTE has five current projects that address some of the professional development needs discussed in Chapter 3. These projects are summarized in Chapter 4. Chapter 4 concludes by raising three questions that should be asked to guide the planning and delivery of all professional development provided to secondary CTE teachers: (1) What do teachers most need to learn to prepare students for both employment and further education?; (2) How can professional development experiences be structured to incorporate the characteristics that the literature identifies as essential to effective professional development?; and (3) Are adequate resources available to provide the professional development that is needed? Individual chapters contain footnotes. (Contains 4 tables and 2 figures.) | ||
| 521 | 8 | |a Teachers. |b ericd. | |
| 524 | |a National Research Center for Career and Technical Education. |2 ericd. | ||
| 650 | 0 | 7 | |a Employment. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Education Programs. |2 ericd. |
| 650 | 0 | 7 | |a Adult Education. |2 ericd. |
| 650 | 0 | 7 | |a Career Change. |2 ericd. |
| 650 | 0 | 7 | |a Educational Technology. |2 ericd. |
| 650 | 0 | 7 | |a Faculty Development. |2 ericd. |
| 650 | 0 | 7 | |a Vocational Education Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Schools of Education. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Postsecondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Educational Opportunities. |2 ericd. |
| 650 | 0 | 7 | |a Academic Standards. |2 ericd. |
| 650 | 0 | 7 | |a Innovation. |2 ericd. |
| 650 | 0 | 7 | |a Educational Resources. |2 ericd. |
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