A Competency-Based In-Service Training Program for Distributive Education Coordinators on Their Role as DECA Chapter Advisors. Phase I. Final Report, September 1, 1978 through June 15, 1979.

Autor/inn/en	Berns, Robert G.; Smith, Clifton L.
Institution	Virginia Polytechnic Inst. and State Univ., Blacksburg. Div. of Vocational-Technical Education.
Titel	A Competency-Based In-Service Training Program for Distributive Education Coordinators on Their Role as DECA Chapter Advisors. Phase I. Final Report, September 1, 1978 through June 15, 1979.
Quelle	(1979), (147 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Teacher Education; Distributive Education; Educational Research; Inservice Teacher Education; Instructor Coordinators; Preservice Teacher Education; Questionnaires; Research Reports; Student Organizations; Task Performance; Teacher Role; Virginia + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Fragebogen; Research report; Forschungsbericht; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Lehrerrolle
Abstract	A study was conducted to accomplish three objectives: (1) identify and validate the tasks performed by distributive education teacher coordinators in the role of Distributive Education Clubs of America (DECA) chapter advisors; (2) identify competencies needed by teacher-coordinators to perform these tasks; and (3) develop instructional modules for use in inservice or preservice distributive education teacher education. Questionnaires concerning ninety-seven tasks were mailed to a random sample of teacher-coordinators, and all assistant state supervisors, local supervisors, and teacher educators in Virginia. The questionnaire concerned the relevancy of the tasks, the extent to which coordinators performed the tasks in the role of advisors, and the location at which the tasks should be learned. Fifty percent or more of the responding teacher-coordinators indicated that they performed all of the ninety-seven talks listed in their role as DECA advisors. Fifty percent or more of the assistant state supervisors, local supervisors, and teacher educators indicated that teacher-coordinators should perform all ninety-seven tasks. The extent to which the tasks should be developed varied among the tasks. The major locations at which the tasks should be learned were identified as preservice and inservice programs. Instructional Modules were developed for each cluster of tasks and included objectives, learning activities, instructional materials, and evaluation instruments. (Author/JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC