The Status of Preservice Education in Career and Technology Education [electronic resource] / Thomas H. Bruening, Dennis C. Scanlon and Carol L. Hodes.
A study collected baseline data about the status of teacher preservice Career and Technology Education (CTE) from program chairs at colleges and universities in the United Status. The survey had six sections: pedagogical competencies for CTE teachers, CTE certification process, course delivery, rece...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2000.
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MARC
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| 100 | 1 | |a Bruening, Thomas H. |0 http://id.loc.gov/authorities/names/no2016068179. | |
| 245 | 1 | 4 | |a The Status of Preservice Education in Career and Technology Education |h [electronic resource] / |c Thomas H. Bruening, Dennis C. Scanlon and Carol L. Hodes. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2000. | ||
| 300 | |a 11 pages. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Conference of the Association for Career and Technical Education/International Vocational Education and Training Association (74th, San Diego, CA, December 7-10, 2000). |5 ericd. | ||
| 520 | |a A study collected baseline data about the status of teacher preservice Career and Technology Education (CTE) from program chairs at colleges and universities in the United Status. The survey had six sections: pedagogical competencies for CTE teachers, CTE certification process, course delivery, recent program revisions, CTE program demographics, and tracking information. The importance of the following competencies was measured, yielding primarily Likert scale data and categorical data: workplace readiness, student assessment, career decision-making, learning to learn, business skill, managing life roles, social development, collaboration with various segments of the community, and importance of several educational principles. Of the 673 surveys originally sent, approximately 44 percent were returned and 227 were analyzed. Findings indicated the primary model for most CTE certification areas was based on a baccalaureate degree in the given certification area; the highest rated competencies for CTE teacher preparation indicated a clear, strong commitment to meet the needs of student learning; program chairs believed that making their students effective in solving problems was a rewarding and useful purpose for CTE; and the primary method used to teach and deliver the educational program was the traditional lecture and student teaching approach, but newer methods such as the professional development school had started to make an impact on the profession. (Contains 15 references.) (YLB) | ||
| 650 | 0 | 7 | |a Bachelors Degrees. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Techniques. |2 ericd. |
| 650 | 0 | 7 | |a Competence. |2 ericd. |
| 650 | 0 | 7 | |a Competency Based Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Delivery Systems. |2 ericd. |
| 650 | 0 | 7 | |a Educational Change. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Lecture Method. |2 ericd. |
| 650 | 0 | 7 | |a National Surveys. |2 ericd. |
| 650 | 1 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 0 | 7 | |a Professional Development Schools. |2 ericd. |
| 650 | 1 | 7 | |a Program Development. |2 ericd. |
| 650 | 0 | 7 | |a Student Characteristics. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Certification. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Skills. |2 ericd. |
| 650 | 1 | 7 | |a Vocational Education. |2 ericd. |
| 700 | 1 | |a Scanlon, Dennis C. |0 http://id.loc.gov/authorities/names/n86873586 |1 http://isni.org/isni/0000000037103530. | |
| 700 | 1 | |a Hodes, Carol L. | |
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