ERIC Number: ED174857
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Pedagogical Competencies: Instructional Alternatives for Vocational Teachers Serving the Disadvantaged. Executive Summary.
Farmer, Edgar I.
Designed to identify pedagogical competencies that meet the needs of those teaching inner city disadvantaged youth, this study focused on the relationship between the competencies identified as very important by vocational administrators and those identifed as very important by teachers. In addition, the study identified possible instructional alternatives that might be implemented in the curriculum to increase a teacher's success. Ninety vocational administrators and 150 vocational teachers in Pennsylvania made up the sample. All respondents were asked to rate and rank three groups of competencies (execution of instruction, interpersonal and group relations, and classroom management), and administrators were asked to suggest instructional alternatives. Findings indicate that administrators felt the competencies were more important than the teachers did and that male and female teachers differed on their views. In the area of execution of instruction, teachers ranked ability to perceive the world from the students point of view as the highest competency. Among the instructional alternatives suggested by vocational administrators was to use student leaders and other community resources to increase the teachers' ability to perceive the world from the students' point of view. Administrators suggested teachers use role-playing to encourage students to speak out freely. Counseling activities were widely cited as activities that would enhance the attainment of the competencies. (Recommendations for practice and further research are appended.) (LRA)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Temple Univ., Philadelphia, PA. Div. of Vocational Education.