ERIC Number: ED360555
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Critical Pedagogy for Vocational Education: The Practice with Novice Professionals.
Askins, K. Brent; Galloy, Michael J.
The Georgia Instructor Academy (GIA) initiative is intended to provide staff development activities that enhance the quality of instruction delivered at the technical institutes. Before GIA could become functional, the following significant changes in the state's postsecondary technical education system had to occur: (1) creation of the Georgia Board of Technical and Adult Education to govern technical institutes and establish statewide, program-specific standards and curricula that reflect current job practices; (2) establishment of the Guarantee Program; and (3) development of regional consortia. GIA is responsible for delivering inservice training to both new and experienced technical institute instructors. It is divided into three divisions, each of which addresses specific needs of Georgia's technical institute instructors. The Technical Training division provides instructors with opportunities to advance their occupational expertise through industry-sponsored workshops and seminars, joint ventures with industry, job shadowing, and internships. The Professional Development division provides instructors with opportunities to enhance their professional lives. The Instructor Training Institute assists in development and improvement of the instructional competencies of new postsecondary technical institute instructors. Georgia has decided to use a networking system called PSInet (People Sharing Information network) to link all technical institutes and academy personnel into a bulletin board service. (Contains 11 references.) (YLB)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Inservice Teacher Education, Institutes (Training Programs), Postsecondary Education, Professional Development, State Programs, Statewide Planning, Teaching Skills, Technical Institutes, Vocational Education, Vocational Education Teachers
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A