A Curricular Analysis of Undergraduate Technology & Engineering Teacher Preparation Programs in the United States

Autor/in	Litowitz, Len S.
Titel	A Curricular Analysis of Undergraduate Technology & Engineering Teacher Preparation Programs in the United States
Quelle	In: Journal of Technology Education, 25 (2014) 2, S.73-84 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1064
Schlagwörter	Technology Education; Engineering Education; Teacher Education Programs; Teacher Education Curriculum; Undergraduate Study; College Curriculum; Required Courses; Majors (Students); Colorado; Connecticut; Illinois; Indiana; Iowa; Kansas; Montana; Nebraska; New Jersey; New York; North Carolina; Pennsylvania; South Dakota; Utah; Virginia; Wisconsin + Suchen Sie Ihr Suchwort? Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Grundstudium; Pflichtkurs; South-Dakota
Abstract	Technology & engineering teacher preparation programs at colleges and universities in the United States have been in a state of decline since the 1970's. In the fall of 2013 a study was conducted to compare the required curricula of the 24 undergraduate programs that maintain enrollment of 20 students or more in order to determine what a composite curriculum might look like. This study utilized a multi-part methodology in order to create a composite curriculum undergraduate curriculum for technology & engineering teacher preparation in the United States. The composite curriculum that was created addresses several key aspects of all technology & engineering teacher preparation programs in the United States, including professional studies requirements, technical studies requirements, and some components of general education such as mathematics and science that are most closely associated with technology & engineering content. The study identified few courses that specifically embraced the engineering movement by title, although course titles do not speak to the types of activities delivered in existing courses that may help to address engineering content. The study recommended: (1) as a follow-up to this study, program coordinators or department chairpersons should be surveyed to determine factors influencing the design of their required curriculum for technology and engineering teacher preparation, along with factors influencing the recruitment of qualified teacher candidates, and (2) The International Technology and Engineering Educators Association's Council on Technology & Engineering Teacher Education should consider updating their accreditation guidelines for teacher preparation programs given recent changes in the field. (ERIC).
Anmerkungen	Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10