According to Goodlad (1983), the teacher is the single most important variable in school effectiveness. Maintaining an effective teaching force requires that qualified teachers regularly enter the ranks and that practicing teachers are kept abreast of changes in the profession. Teachers develop and improve their skills, pedagogically and technically, through high quality professional development programs. Because of increased public demand for teacher accountability and technical advancements in the occupational areas of vocational programs, vocational teacher professional development has never been more important. Teacher professional development activities include preservice programs which are generally taken prior to entry into teaching or issuance of a teacher certificate and inservice programs which are generally taken after entry into teaching (Anderson, 1988). A National Center for Research in Vocational Education study identified eight components of comprehensive professional development programs for vocational teachers (Hamilton, 1985). These eight components were: preservice programs for individuals entering teaching without an undergraduate education degree; supervision of first and second year vocational teachers; pedagogy update; technology update; professional information update; teacher technical skills testing; curriculum updating programs; and research practices update. Anderson (1988) identified a ninth component, preservice (degreegranting) programs, as part of a comprehensive program.
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