A Career and Professional Development Follow-Up of Experienced Postsecondary Vocational Teachers.

Autor/inn/en	Pucel, David J.; Kaynes, Henry
Institution	Minnesota Univ., St. Paul. Minnesota Research and Development Center for Vocational Education.
Titel	A Career and Professional Development Follow-Up of Experienced Postsecondary Vocational Teachers.
Quelle	(1989), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Employment Patterns; Postsecondary Education; Professional Development; Teacher Attitudes; Teacher Employment; Teacher Persistence; Technical Institutes; Vocational Education; Vocational Education Teachers; Vocational Followup + Suchen Sie Ihr Suchwort? Beschäftigungsstruktur; Post-secondary education; Tertiäre Bildung; Lehrerverhalten; Technische Fakultät; Ausbildung; Berufsbildung; Ausbilder
Abstract	A study gathered data about the career and professional development of experienced postsecondary vocational education instructors of the technical institutes (TIs) of Minnesota. Data were collected from 284 (of a sample of 394) subjects who had been employed for 8-12 years during the 1981 and 1982 school years and who would have had 13-17 years of experience as of the 1986 and 1987 school years, when the study was conducted, had they remained in service. Respondents were divided into those still employed and those not employed in the TIs. The group that stayed in vocational education was significantly younger when they entered the field than the group that left. The group that stayed rated both the work environment and the opportunity to work with students as significantly more important factors, when asked to rate which of 11 factors had originally attracted them to the field. Vocational field membership was significantly related to attrition from vocational education: proportionately more people in business and office and trade and industrial education remained in vocational education, whereas proportionately more in agricultural and health occupations education left. The two groups did not differ significantly in terms of gender, education upon entering vocational education, or roles occupied within vocational education. Experienced teachers took part in substantial amounts of professional development during the 5-year period of the study. (A 57-item bibliography and the questionnaire are included.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01