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This is one of five policy-oriented research papers commissioned especially for the National Assessment of Vocational Education (NAVE) on the topic of the quality of vocational education. The purpose of the paper was to provide data about the preparation of vocational and technical education teachers at colleges and universities in the United States. There is a specific focus on the responsiveness of vocational teacher education to the four major initiatives in the Carl D. Perkins Vocational and Applied Technology Education Act of 1990. The conclusion is that the system for producing teachers who can teach effectively all work-bound students for the 21st century workplace needs to be rebuilt. Areas that need to be considered include determining an appropriate knowledge base for vocational and technical education teachers, core curriculum, minimal standards, new models of delivery, pedagogy, connections with practice, research and evaluation.

The volume of collected papers is indexed at TD/INT 61.420. Show less

This article is one of several in a Special Feature Issue dedicated to the presentation and discussion of the Quality Standards for Trade and Industrial (T&I) Education. The articles in this Special Feature Issue may be found from TD/INT 58.55 to TD/INT 58.61.

This paper offers a critique of the work of the National Association of Industrial and Technical Teacher Educators' (NAITTE) Quality Standards Committee as reported in the articles featured in this Special Feature Issue. The author begins by setting the context for the critique in terms of his background and biases. Comments are then made on the foundations of the standards, the standards themselves, and the rationale of the standards. Show less

Aggregated program and enrollment data about specialised vocational and technical teacher education programs as they currently exist in our nation's colleges and universities are presented. Some analysis is provided about the future supply and demand of vocational and technical education teachers. It is concluded that our nation's colleges and universities have greatly diminished their capacity to prepare teachers for vocational and technical education programs. Even with the decreasing supply, it is doubtful that there will be a large demand for traditional vocational teachers. There may be a shortage of teachers well prepared to teach in new or modified work-based education programs, technology, and technological applications. Further, a clearly focused conceptual framework undergirding vocational and technical teacher education in our nation's colleges and universities has yet to be developed.

Published abstract reprinted by permission of the copyright owner. Show less

This chapter provides data and information about: the preparation of vocational and technical education teachers in America's colleges and universities; and the responsiveness of vocational teacher education to four major initiatives in the Carl D. Perkins Vocational and Applied Technology Education Act of 1990. These initiatives are: Tech Prep; integration of vocational education content and programs; school-to-work transition and interacting with business and industry; and work with special populations. Data shows that the commitment and capacity of American colleges and universities to produce teachers for America's vocational and technical education systems has diminished and this raises the question of the supply and demand of vocational education teachers and the issue of quality. Results also suggest that vocational teacher education students are being made aware of the major initiatives in the Perkins legislation and that one or more teacher educators at most institutions are involved in providing technical assistance to public schools and postsecondary institutions in one or more of the major initiatives.

The volume from which this chapter is taken is indexed at TD/TNC 77.501; chapters 1-5 are indexed from TD/TNC 77.502 to TD/TNC 77.506. Show less

This paper reviews general teacher education reform initiatives and, in particular, the reform of vocational teacher education. Through a review of research, the author investigates what vocational teachers need to know about teaching, learning, curriculum content and students. The discussion also examines what teacher educators need to know in order to develop effective vocational teachers. The principles for vocational-technical education or work-based teacher education are outlined. The components of a model for the design of work-based teacher education are described. These components include philosophical foundations, principles, standards of knowledge and practice, curriculum framework and assessment. The author also provides an extensive reference list and keywords for retrieving information from the ERIC database on the topics discussed in the paper. Show less

The report contains data and related information about vocational teacher education offered at universities and colleges in the USA. Show less

This chapter describes the historical development and current status of teaching in career and technical education (CTE) in the USA. It provides a profile of teachers and lecturers and their educational practices. The following topics are covered: (1) historical development of CTE teacher education; (2) teaching CTE in the USA (secondary CTE programs; comprehensive public high schools; vocational high schools; area vocational schools; career academies; programs and curricula; postsecondary CTE programs; technical colleges; adult learning centres; other CTE program delivery structures); (3) CTE reform efforts (Tech Prep; curriculum integrations; Secretary's Commission on Achieving Necessary Skills (SCANS); School-to-Work); (4) conditions for teachers in high school CTE; (5) supply and demand of high school CTE teachers; (6) preparation of CTE teachers (teacher certification and licensure; college and university pre-service teacher education; alternative routes to teaching); (7) teacher development, including graduate education; (8) issues and challenges (high school quality; teacher preparation; and conditions of teaching).

The volume from which this chapter is taken is indexed at TD/IRD 88.428. Individual chapters are indexed from TD/TNC 94.252 to TD/TNC 94.263. Show less

This is one of five policy-oriented research papers commissioned especially for the National Assessment of Vocational Education (NAVE) on the topic of the quality of vocational education. The purpose of this paper was to provide information on the occupational experience of alternatively certified vocational and technical education teachers. Of particular interest was the relationship to teacher and student performance. Answers were sought to the following questions. What occupational experiences do vocational education teachers bring to their jobs? Does trade or occupational experience result in more effective teaching or greater student achievement? Is there a correlation between occupational experience, occupational competency, and teaching effectiveness in vocational education programs? Can years of occupational experience supplant college-level education and pedagogical training?

The volume of collected papers is indexed at TD/INT 61.420. Show less