ERIC Number: ED351609
Record Type: RIE
Publication Date: 1992-Dec
Reference Count: N/A
A Comparison of Technology Teacher Education Programs in the U.S.A. and Taiwan.
A comparative study was conducted to determine the implications of the status and anticipated development of technology teacher programs in the United States for reconstructing technology teacher education programs in Taiwan. Data were gathered through a nationwide survey of the departments of education of the 50 states plus Washington, D.C., and the 111 institutions housing technology teacher education programs in the United States. Concurrent with the survey, documents pertaining to technology teacher certification and preparation in Taiwan were collected from the Ministry of Education and two technology teacher preparation programs. Nine conclusions on the status and anticipated development of technology teacher programs in the United States were drawn: (1) using grade point average to admit students will continue to be widely practiced; (2) the appropriate proportion of general coursework, technical studies, and professional courses remains undetermined; (3) English, mathematics, and natural and social science will continue to dominate the general education area; (4) communication, construction, manufacturing, and transportation and power have been established and will continue to dominate the technical studies area; (5) instructional methods and student teaching will continue to be addressed in the professional studies area; (6) raising admission and graduation standards will continue; (7) 5-year programs will not be widely implemented in the near future; (8) using testing to verify teacher candidates' competencies will continue; and (9) there is great diversity in the requirements for certifying technology teachers. Implications for the status and anticipated development of technology teacher programs in the United States for reconstructing technology teacher education programs in Taiwan include the following: Taiwan technology teacher educators should seek to provide more effective communication and to influence legislation to make current technology teacher certification criteria more professional; teacher certificate renewal requirements should be increased to push technology teachers to participate in inservice education; and the knowledge base for certification examination should be identified. (Contains 12 references.) (KC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Vocational Association (St. Louis, MO, December 4-8, 1992).