ERIC Number: ED414453
Record Type: Non-Journal
Publication Date: 1997-Dec-14
Reference Count: N/A
Taking Industrial Teacher Education Off Campus.
Rogers, George E.
A study compared the effects of a field-based methods course on industrial education (IE) preservice teachers with the effects of a campus-based IE methods course on similar students. Two convenience sample groups were used: eight students enrolled in the IE methods course taught on campus and seven students enrolled in the field-based IE methods course taught at a local middle school. In the field-based model, the preservice teachers completed their methods course, vocational special needs course, and a practicum in the public school setting 3 mornings per week, so they could participate fully in most school activities. The course schedule allowed preservice teachers classroom observation of master teachers with follow-up and actual classroom presentations with follow-up. Preservice teachers assisted with special education students in a self-contained classroom and during mainstreaming activities. Both groups completed a pre- and post-assessment of their development of 35 vocational teacher education competencies. Data were grouped into four competency areas for analysis: teaching process, curriculum, learners, and the profession. Posttest scores for each competency area indicated that field-based methods students rated their competencies higher. An indepth analysis found that the field-based methods students scored significantly higher. (Appendixes contain 12 references, vocational education methods competencies, 4 tables, and instrument.) (YLB)
Descriptors: College School Cooperation, Comparative Analysis, Educational Research, Extension Education, Field Experience Programs, Higher Education, Industrial Education, Internship Programs, Junior High Schools, Methods Courses, Middle Schools, Preservice Teacher Education, Program Effectiveness, Student Experience, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A