Competency Based Professional Education Sequence for Newly Hired VTAE Teachers. Final Report, October 1, 1976-June 30, 1977.

Autor/inn/en	Gebhart, Richard; Peter, Richard
Institution	Wisconsin Univ. - Stout, Menomonie. Center for Vocational, Technical and Adult Education.
Titel	Competency Based Professional Education Sequence for Newly Hired VTAE Teachers. Final Report, October 1, 1976-June 30, 1977.
Quelle	(1977), (101 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Educators; Beginning Teachers; Competence; Competency Based Teacher Education; Curriculum Development; Inservice Teacher Education; Preservice Teacher Education; Program Descriptions; Teacher Certification; Teacher Education Curriculum; Vocational Education Teachers; Wisconsin + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Ausbilder
Abstract	This study was performed to develop a competency-based professional education sequence (termed "spiral curriculum") which would provide pre-service and in-service training for new vocational instructors hired directly from trade and industry. Specific objectives were (1) to identify a comprehensive list of professional education competencies needed by a vocational teacher, (2) to select survival competencies and identify the appropriate level needed for first-year teachers, (3) to structure a pre-service educational experience, (4) to develop curriculum plans for follow-up in-service training, and (5) to articulate the plan into the existing Wisconsin certification requirements. A comprehensive list of first-year survival competencies was developed for phase 1 of the spiral curriculum based on a review of studies which list professional education competencies needed by vocational teachers. Phase 2 competencies were selected for follow-up in-service and met the requirements of two courses: methods of teaching and course construction. A curriculum management system including a student competence evaluation system was devised to provide a structured framework for effective use of the performance based modules. In phase 3 students will complete courses in classroom evaluation, principles of vocational education, educational psychology, and introduction to guidance. (Competencies identified for each phase are appended.) (LRA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC