Uncertified and Teaching: Industry Professionals in Career and Technical Education Classrooms

Stephens, Geralyn E.

doi:10.13152/ijrvet.2.2.4

Cited by 6 publications

(7 citation statements)

References 7 publications

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“…Eighty-four percent of the respondents had at least a bachelor's degree, and 65% had at least a bachelor's degree in the field of education. This number is higher than reported by Stephens (2015), but lower than the state average for all teachers.…”

Section: Findings -Research Questioncontrasting

confidence: 74%

“…Sixty-six percent of the respondents reported having at least an undergraduate degree in education. This is significantly different than the 60% of automotive teachers nationally reported as having no teacher education preparation (Stephens 2015).…”

Section: Technology Activitiescontrasting

confidence: 59%

“…Although there was research about negative perceptions of CTE, there was not any research determining whether the negative perceptions affected the recruitment and retention of teachers. (Stephens, 2015).…”

Section: Gaps In the Literaturementioning

confidence: 99%

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Examining Career And Technical Education Practitioner Preparation And Professional Development Needs

Lange¹

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Section: Findings -Research Questioncontrasting

confidence: 74%

Section: Technology Activitiescontrasting

confidence: 59%

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Examining Career And Technical Education Practitioner Preparation And Professional Development Needs

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“…They showed that the teachers' agency within the organization is important for their commitment. Stephens (2015) discussed the professional development of teachers in career and technical education programmes in Michigan, with a focus on teachers with extensive experience from industry who are recruited as teachers and must develop pedagogical knowledge and skills. However, a study of both students' and teachers' views of what a "good VET teacher" is in Australia, for example, showed that both students and teachers consider pedagogical skills as well as expertise and experience from industry to be important (Smith & Yasukawa, 2017).…”

Section: Theoretical Perspectivementioning

confidence: 99%

Factors Influencing the Value of CPD Activities Among VET Teachers

Andersson

Hellgren

Köpsén

2018

IJRVET

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Context: Teachers in vocational education and training (VET teachers) have specific conditions for their continuing professional development (CPD). They have a background in an initial occupation, in which they now teach and train the next generation. Thus, as VET teachers, they are expected to master the knowledge and skills of that occupation, even if they have now crossed the boundary from the community of their initial occupation to the community of the school. This study explores the perceived values among VET teachers of different activities that may contribute to their CPD in teaching subjects/initial occupations. The study examines VET at the upper secondary level in Sweden. Here, the VET teachers have the main responsibility for students' vocational learning in the vocational subjects, including the work-based parts. In the latter parts, the teachers are supplemented by supervisors at the workplace.Approach: We argue for the duality of a VET teacher identity with a professional competence that comprises two intertwined parts -teaching skills, and knowledge of the teaching subjects based in the teachers' initial occupations. Our study is based on a situated learning perspective, and the empirical findings particularly concern values created from learning through participation and boundary crossing. CPD activities typically include some form of participation in and/or boundary crossing between school and work-life practices. In the analysis we also include the possible influence of institutional, situational, and dispositional drivers and barriers for participation in different activities.Value of CPD Activities Among VET Teachers 141 created through different types of activity, values for the teachers' vocational knowledge, for networks in working life, and for teaching. The data were primarily analysed using logistic regression modelling.Findings: Dispositional drivers, the teacher's sex, and regular performance of the activity are important for the perceived value. The dispositional factor is the one most commonly retained, and it has a consistently positive effect. Factors such as educational background and vocational training have weaker influence, which suggests that individual driving factors are important when VET teachers assess the value of CPD activities. Conclusions:The study covers a general challenge for VET teachers, but is of particular relevance in systems with a high degree of school-based VET, full-time employed VET teachers, and VET teachers who are responsible for students' vocational learning. Here, the values for vocational knowledge, for networks, and for teaching that are created through different activities are important for the VET teacher identity. They are also interrelated, and together they provide professional development in relation to the initial occupation, and for the occupation as a vocational teacher.

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“…The role of learners is to initiate and evaluate their own learning and progress, participate actively in learning experiences, and engage in reflective thought with the goal of self-actualization (Stephens, 2015). Teachers on their part act as guides and facilitators who encourage their students rather than criticize and judge them.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Humanistic Elements in the Educational Practice at a United States Sub-Baccalaureate Technical College

Chen

Schmidtke

2017

IJRVET

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Humanism has never been able to establish a firm place in technical education, which remains predominantly pragmatist in response to industry needs, certification requirements and educational standardisation. However, after a period of decline, humanism has made somewhat of a comeback as part of the movement toward student-centred education. Research conducted at a technical college showed that although . This research indicated that including humanistic elements in educational practice will enable instructors to be more effective in helping students to develop skills in relation to team work, problem-solving, systems improvement, lifelong learning and other areas that are becoming increasingly necessary for success in the workplace. The include a constructivist approach with a focus on contextual teaching and learning using situated cognition, cognitive apprenticeships, anchored instruction and authentic assessment. At the same time, some suggestions for improving professional development for teachers by using a Gestalt approach along with self-study in the context of learning communities have been discussed.

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Uncertified and Teaching: Industry Professionals in Career and Technical Education Classrooms

Cited by 6 publications

References 7 publications

Examining Career And Technical Education Practitioner Preparation And Professional Development Needs

Examining Career And Technical Education Practitioner Preparation And Professional Development Needs

Factors Influencing the Value of CPD Activities Among VET Teachers

Humanistic Elements in the Educational Practice at a United States Sub-Baccalaureate Technical College

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