Literaturnachweis - Detailanzeige
| Autor/inn/en | Barrick, R. Kirby; Hughes, Matthew |
|---|---|
| Institution | Ohio State Univ., Columbus. Dept. of Agricultural Education. |
| Titel | Responsibilities of Vocational Teacher Education for Ohio Vocational Teacher Professional Development. Summary of Research 67. |
| Quelle | (1992), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrator Attitudes; Cooperative Programs; Coordination; Educational Responsibility; Higher Education; Postsecondary Education; Professional Development; Program Implementation; Teacher Attitudes; Teacher Educators; Teacher Improvement; Vocational Directors; Vocational Education Teachers; Ohio |
| Abstract | Accelerating the modernization of vocational education necessitates fixing the responsibility for vocational teacher professional development. The purpose of the study reported in this paper was to examine perceptions of the Ohio vocational education partners (547 teachers, 511 local administrators, 72 teacher educators, and 76 Division of Vocational and Career Education--DVCE--personnel) regarding the levels of responsibilities that local schools, vocational education teachers, professional organizations, that state Department of Education, industry, and teacher education have for coordinating, delivering, and funding vocational teacher professional development. An additional purpose was to determine the level of agreement in the perceptions regarding these responsibilities based on respondent employment position. A descriptive questionnaire survey was mailed to a total of 1,206 participants, with a 65 percent response rate (788 returned). Statistically significant differences were expected, due to the large number of participants. The responsibility ratings indicate partnership differences regarding perceived professional development responsibilities; for example, although teacher education is generally not viewed as having a high level of responsibility for funding professional development program components, DVCE personnel rated this responsibility significantly higher that did the other partners. It is concluded that since group cooperation is important to program providers, differences among partners should be addressed by the state Department of Education and other policy makers. (Coordination, funding, and delivery results are reported in nine tables on the following professional development program components: preservice degree-granting programs; preservice nondegree-granting programs; supervision of new vocational teachers; vocational teacher basic academic skills and knowledge testing; pedagogy update; technical skills update; general professional information update; curriculum update practices; and research practices update. Eleven references are included.) (NLA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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