Vocational Curriculum and In-Service Needs Assessment. Report 1 of 2.

Autor/inn/en	Taylor, G. Cleve; und weitere
Institution	Idaho Univ., Moscow. Coll. of Education.
Titel	Vocational Curriculum and In-Service Needs Assessment. Report 1 of 2.
Quelle	(1980), (176 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Agricultural Education; Competence; Distributive Education; Educational Needs; Educational Research; Home Economics; Industrial Arts; Inservice Teacher Education; Job Skills; Needs Assessment; Office Occupations Education; Postsecondary Education; Questionnaires; Surveys; Tables (Data); Teacher Attitudes; Teaching Skills; Trade and Industrial Education; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Kompetenz; Educational need; Bildungsbedarf; Bildungsforschung; Pädagogische Forschung; Hauswirtschaft; Hauswirtschaftslehre; Industriekultur; Kunstgewerbe; Lehrerfortbildung; Produktive Fertigkeit; Bedarfsermittlung; Büro- und Verwaltungsschule; Post-secondary education; Tertiäre Bildung; Fragebogen; Survey; Umfrage; Befragung; Tabelle; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Gewerblich-industrielle Ausbildung; Berufsbildung; Ausbilder
Abstract	This report details findings of a study to determine a priority listing of competencies based on the perceived needs of vocational instructors. The nine-page narrative addresses the development of the instrument which surveyed vocational teachers' perception of importance to job, level of competence, and need for inservice training regarding 107 competency statements. Findings are discussed by the six program areas surveyed: trade and industrial education, industrial arts, office education, home economics, distributive education, and agriculture education. A general conclusion is that while instructors within each program area had perceived needs unique to their program area, competencies consistently ranked high included (1) those relating to instructional evaluation and accomodating special needs or nontraditional students, (2) keeping up-to-date professionally, and (3) maintaining technical competency in area of instruction. Twelve tables, amounting to approximately 100 pages, show frequency distribution, means, and standard deviations as well as priority ranking for each program area. The Vocational Teachers Needs Assessment is appended. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01