REVIEW OF RESEARCH IN VOCATIONAL TECHNICAL TEACHER EDUCATION.

Autor/in	MOSS, JEROME, JR.
Institution	Minnesota Research Coordinating Unit for Vocational Education, Minneapolis.
Titel	REVIEW OF RESEARCH IN VOCATIONAL TECHNICAL TEACHER EDUCATION.
Quelle	(1967), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliographies; Educational Research; Models; Research Needs; Research Opportunities; Research Reviews (Publications); Teacher Education; Technical Education; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Analogiemodell; Forschungsbedarf; Forschungshaushalt; Lehrerausbildung; Lehrerbildung; Technikunterricht; Ausbildung; Berufsbildung; Ausbilder
Abstract	THE PURPOSES OF THE STUDY WERE TO (1) REVIEW, ORGANIZE, AND INTERPRET THE RESEARCH SINCE 1962 IN ORDER TO OPEN NEW VISTAS FOR FURTHER INVESTIGATIONS, (2) DEVELOP A MODEL TO PROVIDE A MEANS FOR CLASSIFYING COMPLETED STUDIES, SHOWING INTERRELATIONSHIPS AMONG THEM, UNCOVERING GAPS IN OUR KNOWLEDGE, AND PLANNING FURTHER INTEGRATED PROGRAMS OF RESEARCH, AND (3) SUGGEST SOME MAJOR QUESTIONS FOR RESEARCH. A MODEL FOR CLASSIFYING STUDIES IS DIAGRAMMED AND DISCUSSED, AND COMPLETED STUDIES ARE SYNTHESIZED UNDER ITS MAJOR DIVISIONS--(1) JOB REQUIREMENTS, (2) INPUT (SOURCES OF TEACHERS), (3) PROGRAM DEVELOPMENT, (4) GUIDANCE AND SELECTION, (5) RECRUITMENT, AND (6) PROGRAM EVALUATION. A BIBLIOGRAPHY OF 141 ITEMS PUBLISHED FROM 1962-67, LISTS THE STUDIES DISCUSSED. SOME OF THE MAJOR QUESTIONS SUGGESTED FOR RESEARCH ARE (1) WHAT IS THE CURRENT ROLE OF THE VOCATIONAL-TECHNICAL TEACHER, (2) WHAT COMPETENCIES ARE AND WILL BE REQUIRED TO ADEQUATELY PERFORM IN THE DESIRED MANNER, (3) HOW MANY TEACHERS WILL NEED TO BE TRAINED IN THE FORTHCOMING YEARS, (4) WHAT GROUPS REPRESENT POTENTIAL SOURCES FOR PRE AND INSERVICE TEACHER EDUCATION PROGRAMS, (5) WHAT EDUCATIONAL EXPERIENCES PROVIDE THE MOST EFFICIENT BRIDGE BETWEEN THE EXISTING COMPETENCIES OF VARIOUS SOURCE GROUPS AND REQUIRED COMPETENCIES OF HIGHLY QUALIFIED TEACHERS, (6) HOW DO WE ASSESS THE INDIVIDUAL COMPETENCIES, (7) WHAT INCENTIVES ARE MOST INFLUENTIAL IN ATTRACTING DESIRABLE CANDIDATES, AND (8) HOW WELL HAS THE TEACHER EDUCATION PROGRAM FUNCTIONED. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01