<p>The “Who, What, and How Conversation”: Characteristics and Responsibilities of Current In-service Technology and Engineering Educators</p>

Abstract

and add 15.6 million jobs to the 2012 employment level of 145.4 million. Of the 818 occupations for which the Bureau of Labor Statistics (BLS) produces and publishes projections data, 667 are projected to add jobs and 151 are expected to decline in employment during the 2012-2022 period. Some of the fastest projected growth will occur in the healthcare, healthcare support, construction, and personal care fields. Together, these four occupational groups are expected to account for more than 5.3 million new jobs by 2022, about one-third of the total employment growth. Occupational projections provide information on how changes in demographics, technology, consumer preferences, and other factors are expected to affect the future labor force. Job seekers and career counselors use this information to see where the strongest or weakest growth is expected to be over the coming decade. Policymakers use the projections for long-term policy planning, and states use the data to prepare state and area projections. In addition to projecting growth, BLS projects the number of job openings that will stem from the need to replace workers who change occupations or leave the labor force and tracks the typical level of education that is needed for entry-level positions in each occupation. Together, projected growth, replacement needs, and education category assigned by BLS provide data users with a more complete picture of trends in the labor market. December 2013 U.S. BUREAU OF LABOR STATISTICS 2 MONTHLY LABOR REVIEW This article provides a broad overview of the 2012-2022 occupational projections. The first section summarizes the data and how the projections are made. Subsequent sections provide more detail of the projections, including information about drivers of occupational growth and decline, employment by education, and growth or decline within each of 22 major occupational groups. The article also discusses the occupations that are projected to grow the fastest, add the most new jobs, decline most rapidly, and lose the most jobs. Additional information about occupations may be found in the Occupational Outlook Handbook. 1 The Handbook contains 334 occupational profiles with information on typical job duties, work environment, education, training, licensure requirements, median pay, and the job outlook. Projections process and data sources Occupational projections are the final step in the BLS projections process. The projections process begins with high-level labor force and macroeconomic projections, makes use of an input-output framework to convert final demand into industry output, and ends with detailed projections that are released for 818 detailed occupations in 329 detailed industries. 2 The Employment Projections program's methodology page includes a detailed recounting of the entire process, including the final occupational-projections step. 3 Current projections data cover the decade from 2012 to 2022. The 2012 data are derived from BLS surveys. Industry employment comes from the Current Employment Statistics surv...

Examining the Teaching of Science, and Technology and Engineering Content and Practices: An Instrument Modification Study

“…About half of the participants reported taking a higher education course that discussed methods for teaching interdisciplinary STEM concepts (e.g., science and engineering). The demographic and preparation data from this research and the full study (Love & Wells, 2017) were consistent with studies examining T&E educators at a national level (Love, 2015;Ernst & Williams, 2015). …”

“…Additionally, the sample of observed teachers consisted of primarily White males, which presents a limitation considering the diversity in the actual population of T&E educators. However, it is noteworthy that the convenience sample used in this study is actually reflective of national T&E educator characteristics (Love, 2015;Ernst & Williams, 2015). Accounting for recognized limitations, the modified RTOP provided a viable instrument for quantifying teacher levels of science and T&E PCK, which is discussed in the following section.…”

“…29 No. 1, Fall 2017 -53-educator characteristics (Love, 2015;Ernst & Williams, 2015). Accounting for recognized limitations, the modified RTOP provided a viable instrument for quantifying teacher levels of science and T&E PCK, which is discussed in the following section.…”

The Demise of Traditional Technology and Engineering Education Teacher Preparation Programs and a New Direction for the Profession

“…Alternative certification paths for new technology and engineering education teachers have been recognized as a way to alleviate teacher shortages, with teachers licensed through means other than through a traditional universitybased teacher preparation program (Hoepfl, 2001). In a nationwide comprehensive review of teachers using the Schools and Staffing Survey (SASS) administered by the U.S. Department of Education, Ernst and Williams (2015) found that technology and engineering education teachers are more likely to receive certification through an alternative certification program than other teachers (21.6% vs. 14.5%).…”

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“…Workforce Development teachers can and often carry higher caseloads of students with IDEA disabilities that have individualized education plans (IEPs) and students with LEP than core academic teachers. In some situations, Workforce Development teachers can actually have higher caseloads of IEP students than special education teachers (Ernst & Williams, 2015;Williams, Kaui, & Ernst, 2015). Avramidis, Bayliss, and Burden (2000) found that teachers who had better teacher training exhibited better and positive attitudes toward inclusion of special education students in their classroom and felt more confident to meet those students' needs.…”