J. Dainty, B. Sandford, Sho-Hsien Su, Gregory G. Belcher
Staffing classrooms with quality teachers has always been a high priority for schools and is no less important today. In addressing the No Child Left Behind mandate for highly qualified teachers for every child,Berry (2002)commented that the definition of highly qualified was unclear and posed a problem in building the profession of teaching. Research is needed to identify the strengths and weaknesses of teachers remaining in the profession to assist in defining the attributes of highly qualified in relation to CTE teachers with the purpose of determining possible retention factors.
{"title":"Factors Influencing the Retention of Secondary Family and Consumer Sciences Teachers","authors":"J. Dainty, B. Sandford, Sho-Hsien Su, Gregory G. Belcher","doi":"10.21061/JCTE.V26I2.524","DOIUrl":"https://doi.org/10.21061/JCTE.V26I2.524","url":null,"abstract":"Staffing classrooms with quality teachers has always been a high priority for schools and is no less important today. In addressing the No Child Left Behind mandate for highly qualified teachers for every child,Berry (2002)commented that the definition of highly qualified was unclear and posed a problem in building the profession of teaching. Research is needed to identify the strengths and weaknesses of teachers remaining in the profession to assist in defining the attributes of highly qualified in relation to CTE teachers with the purpose of determining possible retention factors.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127874095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Profile of Secondary Teachers and Schools in North Dakota: Implications for the Student Teaching Experience in Agricultural Education","authors":"R. B. Young, M. Edwards","doi":"10.21061/JCTE.V26I2.528","DOIUrl":"https://doi.org/10.21061/JCTE.V26I2.528","url":null,"abstract":"Most scholars, practitioners, and participants agree that the student teaching experience is an essential component of the professional development of aspiring secondary agricultural education teachers. Numerous researchers, reporting findings that span three decades, have described important dimensions of the student teaching experience in agricultural education (Barnes & Camp, 2002;Covington & Dobbins, 2004;Deeds, 1993;Deeds, Arrington, & Flowers, 1988;Deeds, Flowers, & Arrington, 1991;Dobbins & Camp 2000;Edwards & Briers, 2001;Harlin, Edwards, & Briers, 2002;Harlin, Roberts, Briers, Mowen, & Edgar, 2007;Kasperbauer & Roberts, 2007a,2007b;Larke, Norris, & Briers, 1992;Roberts, 2006;Roberts & Dyer, 2004;Roberts, Harlin, & Ricketts, 2006;Young & Edwards, 2005;Young & Edwards, 2006a,2006b).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115701830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The profession of career and technical education (CTE) at the secondary level has become increasingly complicated. The need or requirement of CTE agencies (local, state, and university) to measure progress, synthesize responsibilities, and integrate disciplines has never been more prominent, nor emphasized. State and local CTE agencies are required in the form of new legislation, regulations, and procedures to take on this administrative burden with, in many instances, dwindling budgets. This has led to the uncomfortable, but all too common, practice of decreasing or eliminating support for basic operational criteria such as the ones defined and validated in this piece of research. For example, the CTE state-level administration in one of the researcher's state has eliminated certain teacher education grants in order to help fund accountability measures put forth by Perkins IV. These teacher education grants were generally used to help improve and maintain CTE teacher education programs and/or recruit quality CTE teacher candidates. As Dr. Richard Lynch, CTE teacher educator, once stated, "...without good teachers, you cannot have good instruction nor good programs. The studies on the education and re-education of good teachers...indicate that effective teacher education takes time and it takes money" (NCRVE, 1991, p. 23). Yet, as state and local budgets decrease, some programs and/or initiatives must take the brunt of fiscal belt tightening. Of course, these programs and/or initiatives are generally not the ones that new federal and state guidelines or regulations are requiring state and/or local CTE agencies to increase or emphasize. What effect does this have on the general operation of secondary-level CTE? While no new legislation or accountability measure can account for all of the factors, what does such a change do to the objectives, tasks, programs, and/or initiatives not included in the new legislation or measure?
职业技术教育(CTE)在中等水平的专业已经变得越来越复杂。CTE机构(地方、州和大学)衡量进展、综合责任和整合学科的需要或要求从未如此突出和强调过。要求州和地方CTE机构以新的立法、法规和程序的形式承担这一行政负担，在许多情况下，预算减少。这导致了减少或消除对基本操作标准(如本文中定义和验证的标准)的支持的做法，这种做法令人不舒服，但却太常见了。例如，研究者所在的一个州的CTE州级行政部门取消了某些教师教育补助金，以帮助资助珀金斯四世提出的问责措施。这些教师教育补助金通常用于帮助改善和维持CTE教师教育计划和/或招募优质的CTE教师候选人。正如CTE教育教师Richard Lynch博士曾经说过的:“……没有好的老师，你就不可能有好的教学和好的项目。优秀教师的教育与再教育研究……表明有效的教师教育需要时间和金钱”(NCRVE, 1991, p. 23)。然而，随着州和地方预算的减少，一些项目和/或倡议必须首当其冲地承受财政紧缩的冲击。当然，这些项目和/或倡议通常不是新的联邦和州指导方针或法规要求州和/或地方CTE机构增加或强调的。这对二级CTE的一般操作有什么影响?虽然没有新的立法或问责措施可以解释所有的因素，但这种变化对新立法或措施中未包括的目标、任务、计划和/或倡议有什么影响?
{"title":"The Operational Infrastructure of Secondary-Level CTE: Definition, Validation, and Application.","authors":"R. Manley, William T. Price Jr","doi":"10.21061/JCTE.V26I1.491","DOIUrl":"https://doi.org/10.21061/JCTE.V26I1.491","url":null,"abstract":"The profession of career and technical education (CTE) at the secondary level has become increasingly complicated. The need or requirement of CTE agencies (local, state, and university) to measure progress, synthesize responsibilities, and integrate disciplines has never been more prominent, nor emphasized. State and local CTE agencies are required in the form of new legislation, regulations, and procedures to take on this administrative burden with, in many instances, dwindling budgets. This has led to the uncomfortable, but all too common, practice of decreasing or eliminating support for basic operational criteria such as the ones defined and validated in this piece of research. For example, the CTE state-level administration in one of the researcher's state has eliminated certain teacher education grants in order to help fund accountability measures put forth by Perkins IV. These teacher education grants were generally used to help improve and maintain CTE teacher education programs and/or recruit quality CTE teacher candidates. As Dr. Richard Lynch, CTE teacher educator, once stated, \"...without good teachers, you cannot have good instruction nor good programs. The studies on the education and re-education of good teachers...indicate that effective teacher education takes time and it takes money\" (NCRVE, 1991, p. 23). Yet, as state and local budgets decrease, some programs and/or initiatives must take the brunt of fiscal belt tightening. Of course, these programs and/or initiatives are generally not the ones that new federal and state guidelines or regulations are requiring state and/or local CTE agencies to increase or emphasize. What effect does this have on the general operation of secondary-level CTE? While no new legislation or accountability measure can account for all of the factors, what does such a change do to the objectives, tasks, programs, and/or initiatives not included in the new legislation or measure?","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"600 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123160220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Sandford, J. Dainty, Gregory G. Belcher, Robert L. Frisbee
Higher education personnel have found that the use of part-time teachers helps to meet the institutional needs of maintaining current and relevant training programs in the technology driven climates of new and emerging career and technical areas; providing training programs on an occasional, on-demand basis; and reducing the risk of offering ongoing programs for which low enrollments are anticipated. Additionally, numerous part-time faculty have been hired to maintain close ties with business and industry as many are practitioners in the field in which they are teaching. In this way, colleges can remain on the cutting edge in the face of changing career needs, skill expectations, and the world of work (Leslie, 1998;Phillippe & Patton, 2000). Community colleges have begun to realize that these very same part-time faculty/industry practitioners strengthen their career and technical programs with the application of real world perspectives. In fact, many new skills-related technology courses often have required the expertise that full-time faculty do not have.
高等教育人员发现，使用兼职教师有助于满足在新兴职业和技术领域的技术驱动气候中维持当前和相关培训计划的机构需求;不定期按需提供培训项目;并降低提供持续项目的风险，因为预计这些项目的入学率会很低。此外，许多兼职教师被聘用，以保持与商业和工业的密切联系，因为许多人是他们所教领域的从业者。通过这种方式，大学可以在面对不断变化的职业需求、技能期望和工作世界时保持领先地位(Leslie, 1998; philippe & Patton, 2000)。社区大学已经开始意识到，这些兼职教师/行业从业者通过应用现实世界的观点来加强他们的职业和技术课程。事实上，许多与技术相关的新技能课程往往需要全职教师所不具备的专业知识。
{"title":"Perceptions of the Willingness of Part-Time Instructors in Community Colleges in the U.S. to Engage in Professional Development Opportunities and the Best Method(s) of Delivering These Experiences","authors":"B. Sandford, J. Dainty, Gregory G. Belcher, Robert L. Frisbee","doi":"10.21061/JCTE.V26I1.514","DOIUrl":"https://doi.org/10.21061/JCTE.V26I1.514","url":null,"abstract":"Higher education personnel have found that the use of part-time teachers helps to meet the institutional needs of maintaining current and relevant training programs in the technology driven climates of new and emerging career and technical areas; providing training programs on an occasional, on-demand basis; and reducing the risk of offering ongoing programs for which low enrollments are anticipated. Additionally, numerous part-time faculty have been hired to maintain close ties with business and industry as many are practitioners in the field in which they are teaching. In this way, colleges can remain on the cutting edge in the face of changing career needs, skill expectations, and the world of work (Leslie, 1998;Phillippe & Patton, 2000). Community colleges have begun to realize that these very same part-time faculty/industry practitioners strengthen their career and technical programs with the application of real world perspectives. In fact, many new skills-related technology courses often have required the expertise that full-time faculty do not have.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126497690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students equate the value of their postsecondary education with the level to which that education prepares them for their future careers, and traditionally aged college freshmen consider the quality of a career services office and the overall job placement rate critical when evaluating a college (Farrell, 2007). Indeed, 85 percent of students report entering college with a career in mind, and 37 percent of students admit that they would drop out of college if they thought their attendance would not help their job chances (Levine & Cureton, 1998). This connection between education and employment is exemplified in today’s depressed job market, where there are more applicants for fewer jobs.
{"title":"Undergraduates’ Perceptions of Employer Expectations","authors":"Carrie P. DuPre, Kate Williams","doi":"10.21061/JCTE.V26I1.490","DOIUrl":"https://doi.org/10.21061/JCTE.V26I1.490","url":null,"abstract":"Students equate the value of their postsecondary education with the level to which that education prepares them for their future careers, and traditionally aged college freshmen consider the quality of a career services office and the overall job placement rate critical when evaluating a college (Farrell, 2007). Indeed, 85 percent of students report entering college with a career in mind, and 37 percent of students admit that they would drop out of college if they thought their attendance would not help their job chances (Levine & Cureton, 1998). This connection between education and employment is exemplified in today’s depressed job market, where there are more applicants for fewer jobs.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116844912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Cannon, Allen Kitchel, D. Duncan, Sally E. Arnett
As a result of low achievement scores in academic subject matter by American students, policy makers at the federal and state levels have placed a priority on reforming the nation's educational system (Gordon, 2008). Federal legislation such asNo Child Left Behindand theCarl D. Perkins Career and Technical Education Act of 2006has placed an emphasis on higher standards of achievement, specifically in mathematics and science. Because of the reform effort, secondary teachers are being held to high levels of accountability in order to best prepare students for postsecondary education and the workforce.
{"title":"Professional Development Needs of Idaho Technology Teachers: Teaching and Learning","authors":"J. Cannon, Allen Kitchel, D. Duncan, Sally E. Arnett","doi":"10.21061/JCTE.V26I1.492","DOIUrl":"https://doi.org/10.21061/JCTE.V26I1.492","url":null,"abstract":"As a result of low achievement scores in academic subject matter by American students, policy makers at the federal and state levels have placed a priority on reforming the nation's educational system (Gordon, 2008). Federal legislation such asNo Child Left Behindand theCarl D. Perkins Career and Technical Education Act of 2006has placed an emphasis on higher standards of achievement, specifically in mathematics and science. Because of the reform effort, secondary teachers are being held to high levels of accountability in order to best prepare students for postsecondary education and the workforce.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129733559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Life skills education addresses "...problems that confront students in their current as well as their future everyday lives" (Makela, 2007, p. iii). In Illinois, career and technical education (CTE) courses include life skills courses, one of which is called consumer education that is delivered in 753 high schools and is required for graduation ("Data Analysis & Progress Reporting," 2007). Schools may offer the consumer education course, include the content in other courses, or administer theIllinois Consumer Education Proficiency Test(n.d.).
生活技能教育涉及“……(Makela, 2007, p. iii)。在伊利诺伊州，职业和技术教育(CTE)课程包括生活技能课程，其中一种被称为消费者教育，在753所高中授课，是毕业所必需的(“数据分析与进展报告”，2007)。学校可以提供消费者教育课程，包括其他课程的内容，或管理伊利诺伊州消费者教育水平测试(n.d.)。
{"title":"The Impact of Appearance Management Training, Work Status, and Plans After High School on Opinions Regarding Appearance at Work and School","authors":"B. Freeburg, Sally E. Arnett","doi":"10.21061/JCTE.V25I2.482","DOIUrl":"https://doi.org/10.21061/JCTE.V25I2.482","url":null,"abstract":"Life skills education addresses \"...problems that confront students in their current as well as their future everyday lives\" (Makela, 2007, p. iii). In Illinois, career and technical education (CTE) courses include life skills courses, one of which is called consumer education that is delivered in 753 high schools and is required for graduation (\"Data Analysis & Progress Reporting,\" 2007). Schools may offer the consumer education course, include the content in other courses, or administer theIllinois Consumer Education Proficiency Test(n.d.).","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127368045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vocational Student Organizations (VSOs), now termed Career and Technical Student Organizations (CTSOs) have been an integral component of Career and Technical Education (CTE) since the passage of theSmith-Hughes Act of 1917(Alfeld et al., 2007;Threeton & Pellock, 2008). While theGeorge-Barden Act of 1946was the first piece of federal legislation to specifically mention VSOs, theSmith-Hughes Act of 1917allocated funding for vocational teachers whose duties included advising and supervising these organizations (Hale, 1990). Over the last 92 years the scope of CTE has dramatically changed, but the integral relationship between CTE and CTSOs remains. A significant development and current federal priority includes strengthening the academic skills of CTE students by integrating academic instruction (Walter & Gray, 2002). TheCarl D. Perkins CTE Improvement Act of 2006names CTSOs as an integral partner of CTE programs in integrating academics and technical standards. While the focus of this paper is on the relationship between CTSO student contest preparation and academics, it may be extremely difficult to comprehend without a brief summary of significant CTE legislation, which has led to increased pressure to integrate academics within career and technical instruction.
{"title":"An Examination of the Relationship Between SkillsUSA Student Contest Preparation and Academics","authors":"Mark D. Threeton, Cynthia Pellock","doi":"10.21061/JCTE.V25I2.481","DOIUrl":"https://doi.org/10.21061/JCTE.V25I2.481","url":null,"abstract":"Vocational Student Organizations (VSOs), now termed Career and Technical Student Organizations (CTSOs) have been an integral component of Career and Technical Education (CTE) since the passage of theSmith-Hughes Act of 1917(Alfeld et al., 2007;Threeton & Pellock, 2008). While theGeorge-Barden Act of 1946was the first piece of federal legislation to specifically mention VSOs, theSmith-Hughes Act of 1917allocated funding for vocational teachers whose duties included advising and supervising these organizations (Hale, 1990). Over the last 92 years the scope of CTE has dramatically changed, but the integral relationship between CTE and CTSOs remains. A significant development and current federal priority includes strengthening the academic skills of CTE students by integrating academic instruction (Walter & Gray, 2002). TheCarl D. Perkins CTE Improvement Act of 2006names CTSOs as an integral partner of CTE programs in integrating academics and technical standards. While the focus of this paper is on the relationship between CTSO student contest preparation and academics, it may be extremely difficult to comprehend without a brief summary of significant CTE legislation, which has led to increased pressure to integrate academics within career and technical instruction.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129188398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to investigate the reasons construction teachers in the CTE field left the teaching profession in their first five years of service. The study also sought to determine if there was a significant difference in the retention rate of two-year alternatively certified teachers and four-year teaching degreed teachers and if there was a significant difference in why two-year certified and four-year teaching degreed teachers had considered leaving the profession. This was done through the triangulation of 44 mixed-design surveys with open-ended questions and six semi-structured interviews.
{"title":"Retention of Construction Teachers Engaged in Missouri’s Secondary School System","authors":"David W. McCandless, Aaron D. Sauer","doi":"10.21061/JCTE.V25I2.480","DOIUrl":"https://doi.org/10.21061/JCTE.V25I2.480","url":null,"abstract":"The purpose of this study was to investigate the reasons construction teachers in the CTE field left the teaching profession in their first five years of service. The study also sought to determine if there was a significant difference in the retention rate of two-year alternatively certified teachers and four-year teaching degreed teachers and if there was a significant difference in why two-year certified and four-year teaching degreed teachers had considered leaving the profession. This was done through the triangulation of 44 mixed-design surveys with open-ended questions and six semi-structured interviews.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131649570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since inception, career and technical education programs have embraced experiential learning as a true learning methodology for students to obtain occupational skills valued by employers. Programs have integrated classroom instruction with laboratory experiences to provide students a significant opportunity to learn. However, it is questionable as to the level of authentic experiential learning instructional practices that are actually taking place. This paper explores the tenets of experiential learning and considers the application of true experiential learning pedagogy into secondary career and technical programs along with teacher education programs in career and technical education. If the concept of experiential learning instructional pedagogy is to provide an authentic context in which students can benefit from it, educators should expand their knowledge of implementing experiential learning into their programs. Additionally, career and technical education teacher educators may enhance their programs by providing instruction to pre-service teachers in authentic experiential learning pedagogy.
{"title":"The Potential of Experiential Learning Models and Practices In Career and Technical Education & Career and Technical Teacher Education","authors":"R. W. Clark, Mark D. Threeton, J. Ewing","doi":"10.21061/JCTE.V25I2.479","DOIUrl":"https://doi.org/10.21061/JCTE.V25I2.479","url":null,"abstract":"Since inception, career and technical education programs have embraced experiential learning as a true learning methodology for students to obtain occupational skills valued by employers. Programs have integrated classroom instruction with laboratory experiences to provide students a significant opportunity to learn. However, it is questionable as to the level of authentic experiential learning instructional practices that are actually taking place. This paper explores the tenets of experiential learning and considers the application of true experiential learning pedagogy into secondary career and technical programs along with teacher education programs in career and technical education. If the concept of experiential learning instructional pedagogy is to provide an authentic context in which students can benefit from it, educators should expand their knowledge of implementing experiential learning into their programs. Additionally, career and technical education teacher educators may enhance their programs by providing instruction to pre-service teachers in authentic experiential learning pedagogy.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124860294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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