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In this paper, the authors provide a context for education, proposing that a national educational program must serve the nation’s political, social and economic way of life. This is followed by an historical overview of career and technical education (CTE) and CTE teacher education in the United States, and a discussion of the trends and issues impacting CTE teacher education, such as changing approaches to teaching and learning, teacher licensure and standards, and the range of innovative programs now operating in CTE. A futuristic scenario for CTE teacher education is proposed and its elements described. These include goals, curriculum, and instructional strategies. The paper concludes with a number of policy implications at the local, state and national levels, and includes recommendations for closer partnerships between CTE teacher educators and business/industry in order to match the technical and academic knowledge of CTE teachers with employer skill needs.

In this paper, the author argues for a shift in American education towards software-supported, performance-based learning in order to produce the flexible, high-performance knowledge workers regarded as necessary to enable a continuous innovation society. This kind of learning takes place in a learning environment where students are supported by leading edge software, hardware and netware to conduct research in small groups. The author attempts to fashion a future for career and technical education (CTE) that reflects the software- and technology-driven changes that have occurred in the workforce over the last two decades.

This paper analyses the preservice licensure and preparation of career and technical education (CTE) teachers in middle and high schools in the United States of America (USA). In particular, the issue of whether there is a need for change in CTE teacher licensure requirements and teacher preparation programs is investigated and, if so, what form that change should take. The analysis examines the issue from a public policy perspective and begins with a review of the external context of CTE teacher licensure and preparation. It then discusses eight developments driving the need for reform of CTE teacher licensure/education. These are: state testing requirements; the increased level of credentialling/certification required by CTE students; the need for training to prepare students for both the transition to work and to higher education; a clustered/generic occupational focus driven by the demand for technicians with a set of related skills and the blurring of the distinctions between traditional crafts and trades; the growth of work-based learning where CTE takes place outside the traditional classroom setting; the integration of academic and vocational education; the increasing participation of special needs students in CTE; CTE teacher shortages; and the declining numbers of CTE teacher preparation programs. The analysis then examines policy constraints and options and concludes with recommendations.