Uncertified and Teaching: Industry Professionals in Career and Technical Education Classrooms

Autor/in	Stephens, Geralyn
Titel	Uncertified and Teaching: Industry Professionals in Career and Technical Education Classrooms
Quelle	In: International Journal for Research in Vocational Education and Training, 2 (2015) 2, S.119-135 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2197-8646
Schlagwörter	Vocational Education; Alternative Teacher Certification; Credentials; Teaching Skills; Teacher Qualifications; Knowledge Base for Teaching; Teacher Background; Secondary School Teachers; Tenure; Familiarity; Teaching Methods; Learning Activities; Evaluation Methods; Teacher Surveys; Teacher Placement; Teaching Experience; Educational Attainment; Correlation; Michigan + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Studienbuch; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrqualifikation; Teaching theory; Theory of teaching; Unterrichtstheorie; Amtszeit; Beschäftigungsdauer; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Bildungsabschluss; Bildungsgut; Korrelation
Abstract	Industry professionals are permitted to teach in Michigan's federally funded Career and Technical Education (CTE) secondary programs, before completing a teacher certification program, under the Annual Occupational Authorization (AOA) provision. This study reviews their academic foundations, professional credentials and their pedagogical knowledge and skill levels. Findings include that most AOA teachers possess post-secondary academic credentials and extensive service records in their previous industry careers. The study identified relationships between the age and educational backgrounds of AOA teachers and their use of specific instructional activities and a statistical relationship between their years teaching in the CTE classroom and the degree of collaboration with academic, industry and occupational colleagues. While AOA teachers are confident in their ability to share occupational knowledge and skills, they lack an extensive awareness of authentic assessment strategies. Recommendations include establishing Teacher Mentoring programs, where both academic and occupational peers serve as mentors to AOA teachers. (As Provided).
Anmerkungen	European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01