A Model to Retrain Women Teachers and Skilled Women as Teachers in Non-Traditional Vocational Programs. Final Report.

Autor/inn/en	Kane, Roslyn D.; und weitere
Institution	RJ Associates, Inc., Arlington, VA.
Titel	A Model to Retrain Women Teachers and Skilled Women as Teachers in Non-Traditional Vocational Programs. Final Report.
Quelle	(1977), (148 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Agricultural Education; Cooperative Education; Females; Industrial Arts; Models; Nontraditional Education; Program Design; Program Development; Retraining; Sex Bias; Sex Stereotypes; Skilled Occupations; Skilled Workers; Teacher Characteristics; Teacher Education; Teacher Qualifications; Teacher Supply and Demand; Technical Education; Technical Occupations; Trade and Industrial Education; Vocational Education Teachers; Women Faculty + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Kooperativer Unterricht; Weibliches Geschlecht; Industriekultur; Kunstgewerbe; Analogiemodell; Non-traditional education; Alternative Erziehung; Programme design; Programmaufbau; Programmplanung; Umschulung; Fachangestellter; Facharbeiter; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Lehrerbedarf; Technikunterricht; Technical occupation; Technischer Beruf; Gewerblich-industrielle Ausbildung; Ausbilder; Frauenakademie; Weibliche Gelehrte
Abstract	Intended for use by vocational teacher educators, state administrators seeking to expand teacher education opportunities, and local school administrators who wish to employ women teachers in a broader range of programs, the model presented here is designed to facilitate the retraining of women teachers and skilled women to teach in nontraditional secondary vocational education programs. Focus is on the feasibility of retraining programs, identification of alternative approaches to meeting teacher qualifications, and constraints teacher educators and school administrators are likely to encounter. Section 1 presents rationale including discussion of the oversupply of teachers, demand for vocational teachers, underrepresentation of women in male-intensive skilled occupations, and elimination of sex stereotyping and sex bias. The model itself is presented in section 2 under headings of certification requirements, characteristics of the women, and time required to attain skills levels and operate the retraining model. Program design is outlined for five types of programs: trade and industrial education, technical education, agriculture, cooperative education, and industrial arts. Section 3, a handbook with guidelines for implementation, it covers issues in planning (e.g., needs assessment, funding sources, and evaluation plan) as well as techniques and programs responding to special needs (e.g., selection of applicants for pilot program, counseling and support program, training seminars for project team, and placement system). (JT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01