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ERIC Number: ED455367
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 80
Abstractor: N/A
Reference Count: N/A
The Status of Career and Technical Education Teacher Preparation Programs.
Bruening, Thomas H.; Scanlon, Dennis C.
The status of career and technical education (CTE) teacher preparation programs was examined through a survey sent to all CTE program chairs and teacher educators with administrative responsibilities. The survey was also posted on the World Wide Web. Data were received from 227 programs from 164 institutions (response rate, 44%). Ten percent of the responses were obtained from the Web survey. The respondents reported that their teacher preparation programs remain very traditional from the standpoints of course structure and delivery. However, many respondents stated that they planned to double their distance education course offerings via the World Wide Web within the next 3 years. With an average of 6 credits per program, the teacher preparation curriculum was emphasizing academic-technical integration, an area that did not appear in the curriculum 10 years ago. Overall, the number of CTE teacher education programs had declined by approximately 11% over the past 10 years. The following items are among those appended: list of respondents by institution and program areas; characteristics of program administration; grade-point average requirements for program entry, exit, and transfer; and numbers/types of program entry and exit criteria listed by respondents.) (Contains 35 tables, 26 references, and 11 figures.) (MN)
NDCCTE Product Sales Office, Ohio State University,1900 Kenny Road, Columbus, Ohio 43210-1090 (Order code: RR1004, $13.50, plus $5 shipping). Tel: 800-678-6011 ext. 24277; Tel: 614-292-4277; Fax: 614-688-3258 or Fax: 614-292-1260; e-mail: For full text: report/ Status%20 of %20 CTE. pdf.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Research Center for Career and Technical Education, St. Paul, MN.