ERIC Number: ED448318
Record Type: RIE
Publication Date: 2000
Professional Development in Career and Technical Education. In Brief: Fast Facts for Policy and Practice No. 7.
Maurer, Matthew J.
The continuous transformation of career and technical education (CTE) practitioners' roles that has resulted from reforms, technological advances, and new certification requirements has necessitated the creation of learner-centered professional development (PD) programs. Numerous schools nationwide have succeeded in developing high-quality, learner-centered PD programs, many of which involve electronic technology and the Internet. Worksite experiences, including internships, externships, and industry tours, have proved highly beneficial in linking PD to the workplace and community. The following are among nine guidelines that have been formulated to assist individuals interested in developing strong learner-centered PD programs: (1) the content of PD should focus on what students are to learn and how to address the different problems students may have in learning that material; (2) PD should be driven by analysis of the differences between goals and standards for student learning and student performance; (3) PD should help teachers identify what they need to learn and the appropriate learning process; (4) PD should be primarily school based and integral to school operations; (5) PD should provide learning opportunities that relate to individual needs but that are organized around collaborative problem solving; (6) PD should be continuous and ongoing, involving follow-up support for further learning; (7) PD should incorporate evaluation; (8) PD should provide opportunities to develop a theoretical understanding of the knowledge and skills to be learned; and (9) PD should be integrated with a comprehensive change process addressing impediments to and facilitators of learning. (Contains 16 references.) (MN)
Descriptors: Career Awareness, Career Exploration, Career Planning, Change Strategies, Computer Uses in Education, Conventional Instruction, Delivery Systems, Educational Change, Educational Improvement, Educational Needs, Educational Policy, Educational Practices, Educational Trends, Elementary Secondary Education, Experiential Learning, Faculty Development, Guidelines, Inservice Teacher Education, Internet, Models, Needs Assessment, Online Systems, Program Development, Public Policy, Student Centered Curriculum, Teacher Improvement, Trend Analysis, Vocational Education, Vocational Education Teachers
For full text: http://www.nccte.com/publications/infosynthesis/index.html.
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Dissemination Center for Career and Technical Education, Columbus, OH.
Grant or Contract Numbers: N/A