ERIC Number: ED290016
Record Type: RIE
Publication Date: 1987-Dec
Vocational Teacher Education: Selected Highlights from a Survey of Preservice and Inservice Education.
Pratzner, Frank C.
A study examined the extent to which beginning vocational education teachers are prepared to provide basic skills instruction and to teach special student populations. A total of 740 beginning vocational teachers from 24 states (3 randomly selected states in each of 8 geographic regions of the country) were surveyed. The study sample included both degreed and nondegreed teachers and teachers in all vocational service areas. Questionnaires were also sent to the chief vocational program administrators at all of the vocational teacher colleges in the 24 states (N = 114), with 69 returning usable instruments. Local school administrators or mentors (N = 530) were also surveyed. On average, the number of credit hours reportedly taken by beginning vocational teachers in mathematics (7.2 credits) is about the same as the average number of math credits taken by either academic teachers (6.0 credits) or arts and science majors (7.2 credits). The average number of English credits taken by the beginning vocational teachers (10.2 credits) was slightly less than those taken by the academic teachers and arts and science majors (11.3 and 11.8, respectively). In each of the other three academic areas, however, the beginning vocational teachers took significantly fewer credit hours than did the academic teachers or arts and science majors. The fact that the large majority of the beginning vocational teachers was white (86.2 percent) pointed to the need to recruit and train greater numbers of teachers who could identify firsthand with the special needs of minority students. (MN)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the American Vocational Association Convention (Las Vegas, NV, December 1987).