Course-Taking Patterns of Vocational Teacher Education Baccalaureate Degree Recipients: Teacher Preparation, General Education, and Teaching Content Area Studies.

Autor/inn/en	Finch, Curtis R.; und weitere
Institution	National Center for Research in Vocational Education, Berkeley, CA.
Titel	Course-Taking Patterns of Vocational Teacher Education Baccalaureate Degree Recipients: Teacher Preparation, General Education, and Teaching Content Area Studies.
Quelle	(1992), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Education; Basic Skills; Course Selection (Students); Education Majors; Educational Research; Elective Courses; English; General Education; Higher Education; Integrated Curriculum; Mathematics; Preservice Teacher Education; Required Courses; Sciences; Secondary Education; Social Sciences; Specialization; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Akademische Bildung; Basic skill; Grundfertigkeit; Course selection; Student; Students; Kurswahl; Bildungsforschung; Pädagogische Forschung; Elective course; Wahlkurs; English language; Englisch; Allgemein bildendes Schulwesen; Allgemeinbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematik; Lehramtsstudiengang; Lehrerausbildung; Pflichtkurs; Science; Wissenschaft; Sekundarbereich; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Arbeitsteilige Spezialisierung; Ausbildung; Berufsbildung; Ausbilder
Abstract	A study documented coursework completed by graduates of university vocational teacher preparation programs. Twenty-two universities and colleges preparing vocational education teachers provided transcripts for 1988-89 graduates; data from 412 transcripts were coded. Courses taken within various categories were analyzed and comparisons made among teaching majors in terms of amount of coursework taken. Graduates completed extensive numbers of technical subject matter content courses that included a reasonable balance between upper- and lower-level course taking. They completed a range of mathematics, social science, science, and English general education studies. Teacher educators appeared to review the upper-level course-taking patterns of their students to ensure they were not missing opportunities to enrich the general studies component of their programs. Vocational teacher coursework taken in mathematics, social science, English, and science was similar to that taken by graduates reported in other studies. A suggestion was that teacher educators systematically assess the course-taking patterns of prospective vocational education teachers and determine whether general education studies requirements were sufficient to provide graduates with mathematics, social science, science, and English capabilities for functioning effectively in their professional roles as they are asked to integrate academic skills. (Appendixes include 15 references and tables and data related to study results.) (YLB)
Anmerkungen	NCRVE Materials Distribution Service, Horrabin Hall 46, Western Illinois University, Macomb, IL 61455 (order no. MDS-165: $4).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01