A Characteristics and Needs Profile of Ohio's 1978-79 Vocational Education Teachers. Part II: Teacher and Needs Profile after Three Months of Teaching.

Autor/in	Sage, James E.
Institution	Ohio State Univ., Columbus. Academic Faculty for Vocational-Technical Education.
Titel	A Characteristics and Needs Profile of Ohio's 1978-79 Vocational Education Teachers. Part II: Teacher and Needs Profile after Three Months of Teaching.
Quelle	(1979), (74 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Individual Characteristics; Needs Assessment; Preservice Teacher Education; Program Effectiveness; Teacher Characteristics; Teacher Evaluation; Vocational Education; Vocational Education Teachers; Ohio + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Bedarfsermittlung; Lehramtsstudiengang; Lehrerausbildung; Teacher appraisal; Lehrerbeurteilung; Ausbildung; Berufsbildung; Ausbilder
Abstract	A study was conducted to determine (1) the needs of the 162 non-professionally trained, newly employed vocational education teachers in Ohio who particpated in six summer preservice programs of instruction; (2) the differences between the teachers in this group who left their teaching positions before December 1, 1978, and those who remained; and (3) how teacher evaluations by local supervisors compare to the evaluation of the teacher educators. A needs analysis was mailed to each participant, and evaluation forms were mailed to local supervisors and teacher educators. Data from these forms indicate that the interview (employment) process of the newly employed, non-professionally trained teacher plays an important part as to whether or not this teacher maintains his teaching position during the entire school year. In addition, it was found that the teaching of the basic classroom management competencies needs to be reviewed by the teacher educators and state staff for inclusion in the preservice program of instruction. The *reatest pleasure of the newly employed, non-professionally trained vocational teachers, during the first three months of the school year, was that of watching their students develop new skills and knowledge. (Data collection instruments, a profile of teachers, and a summary of topics covered and their frequency of use or encounter are appended.) (LRA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC