Are We Really Teaching Occupational Analysis?

Autor/in	Duenk, Lester G.
Titel	Are We Really Teaching Occupational Analysis?
Quelle	(1985), (28 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Competency Based Education; Curriculum Development; Educational History; Educational Needs; Educational Philosophy; Educational Practices; Higher Education; Job Analysis; Preservice Teacher Education; Program Improvement; Technical Education; Trade and Industrial Education; Trade and Industrial Teachers; Vocational Education + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsanalyse; Lehramtsstudiengang; Lehrerausbildung; Technikunterricht; Gewerblich-industrielle Ausbildung; Ausbildung; Berufsbildung
Abstract	Traditionally, trade and industrial education teachers performed their own job analyses in order to develop a curriculum and teach their classes. Eventually, processes were created for such analyses. One that had a great influence in educational circles was the job analysis system of Fryklund. However, since Fryklund's time, occupational analysis systems have become increasingly complex; today, many teachers rely exclusively on prepackaged materials for occupational analysis and curriculum development. However, it should be remembered that occupational analysis does more than aid in developing the curriculum; it also aids teachers in "thinking analysis" as a teaching and management methodology. This second goal should be an extremely important aspect of any trade and technical teacher preparatory program. Since prepared curricula are available, teachers no longer have a need to analyze an entire program for curriculum development. However, they should be provided the practice in performing an analysis so that they fully understand the concepts involved. In addition, packaged occupational analysis systems and curriculum guides have become increasingly complicated and will eventually become less useful. Teachers become "turned off" when a system becomes so time consuming that it gets in the way of providing good instruction. The development of occupational analysis and the use of prepackaged curricula may have reached the point of diminishing returns. It should not be forgotten that trade and industrial teachers and technical teachers have had a superior analysis system for over 40 years. They should continue processes that are of most benefit to themselves and their students. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC