Assessment of Preservice Vocational Teacher Education in Mississippi. Research Series No. 4.

Autor/inn/en	Handley, Herbert M.; Shill, James F.
Institution	Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
Titel	Assessment of Preservice Vocational Teacher Education in Mississippi. Research Series No. 4.
Quelle	(1973), (172 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administration; Beginning Teachers; Competency Based Teacher Education; Cooperative Programs; Coordination; Guidance; Human Relations; Preservice Teacher Education; Public Relations; Questionnaires; Student Organizations; Tables (Data); Teacher Educators; Teaching Skills; Vocational Education Teachers; Mississippi + Suchen Sie Ihr Suchwort? Verwaltung; Junior teacher; Junglehrer; Koordination; Beratung; Zwischenmenschliche Beziehung; Lehramtsstudiengang; Lehrerausbildung; Public relation work; Öffentlichkeitsarbeit; Fragebogen; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Tabelle; Teacher education; Education; Lehrerbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausbilder
Abstract	The purpose of the study was to determine the effectiveness of Mississippi preservice vocational programs in developing the performance levels of vocational teachers. Questionnaires were mailed to all Mississippi vocational teachers with one to three years of teaching experience, State level supervisors, and teacher educators; 405 questionnaires were included in the study. A rating scale was utilized that consisted of five levels ranging from inadequate performance to competent performance; 94 performance tasks were assessed in areas of: planning of instruction, execution of instruction, evaluation of instruction, guidance, management, public/human relations, professional role, student vocational organizations, and program coordination. Only one group, program coordination, was assessed at below the adequate level. Some specific recommendations derived from the study were the need for increased preservice experience in: "actual" school situations, team teaching approach, standardized testing, guidance related tasks, budget planning, preparing reports, student disciplinary actions, use of media, research studies, working with youth organizations, and program coordination. More than half of the document consists of appendixes of supportive data. (EA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC