Competencies and Preparation Programs for Kentucky's Special Vocational Teachers. Final Report.

Autor/inn/en	Tulloch, Charlotte; Omvig, Clayton P.
Institution	Kentucky Univ., Lexington. Div. of Vocational Education.
Titel	Competencies and Preparation Programs for Kentucky's Special Vocational Teachers. Final Report.
Quelle	(1980), (104 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Disabilities; Disadvantaged; Educational Research; Job Skills; Literature Reviews; Models; National Surveys; Secondary Education; Special Education; Special Education Teachers; Teacher Certification; Teacher Education; Teaching Skills; Vocational Education; Vocational Education Teachers; Kentucky + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Bildungsforschung; Pädagogische Forschung; Produktive Fertigkeit; Analogiemodell; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausbildung; Berufsbildung; Ausbilder
Abstract	A Kentucky project sought to identify teacher competencies and subsequent combinations of courses that could provide needed skills for special vocational teachers. Findings from the literature were combined with information from a national survey of state coordinators of special needs programs. Thirty-nine surveys were completed. Results showed that supervisors nearly unanimously felt additional training for certified teachers was needed; the most frequent recommendation of minimal pre-employment preparation for vocational and academically certified teachers was for orientation to nature and needs of special students; and the most frequent recommendation for special education teachers was for preparation in understanding the philosophy and purpose of vocational education. Other survey questions regarded perceived importance of 22 competencies or content areas and funding or special vocational teacher education. (Tables and a narrative description of data are provided.) Recommended teacher competencies included understanding of special student needs and characteristics, planning, adopting, and carrying out instruction; classroom management; evaluation; and guidance. (The final chapter describes the recommended cooperative preparation model with vocational education, special education, graduate, and inservice program components. Endorsement/certification is also discussed. Appendixes include the survey and recommendations of minimal pre-employment preparation.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC