Vocational Teacher Education: Implications for Secondary and Postsecondary Policy and Practice.

A study synthesized critical findings and implications for teacher preparation from three major research studies and databases completed in 1987-88 by the National Center for Research in Vocational Education: Postsecondary Occupational Education Delivery: An Examination (Hollenbeck et al. 1987); Vocational Teacher Education: A Survey of Preservice and Inservice Preparation (Pratzner 1987); and The Dynamics of Secondary Vocational Classrooms (Weber et al. 1988). Project staff reviewed the analyses of these databases concurrently with policy literature and other research related to teacher preparation and reform. The study highlighted seven broad issues and concerns likely to need the attention of teacher educators and policymakers in vocational education. Lack of minority representation in vocational education was a critical concern. There was a clear need to improve the academic vigor of preservice vocational teacher programs. The nature, amount, and importance of work experience required of vocational teachers needed to be rethought. Basic skills competency testing was a concern since it was an increasingly common requirement for state certification. Preparation of vocational teachers to enhance and reinforce basic skills in vocational programs and to teach special student populations was also identified as a need. New types of vocational specialists needed to be prepared for private sector opportunities. One of the greatest challenges was a paucity of high quality research dealing with critical issues in vocational education and teacher preparation. (Contains 63 references.) (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** VOCATIONAL TEACHER EDUCATION: IMPLICATIONS FOR SECONDARY AND POSTSECONDARY POLICY AND PRACTICE