Abstract
Aggregated program and enrollment data about specialized vocational and technical teacher education programs as they currently exist in our nation's colleges and universities are presented. Some analysis is provided about the future supply and demand of vocational and technical education teachers. It is concluded that our nation's colleges and universities have greatly diminished their capacity to prepare teachers for vocational and technical education programs. Even with the decreasing supply, it is doubtful that there will be a large demand for traditional vocational teachers. There may be a shortage of teachers well prepared to teach in new or modified work-based education programs, technology, and technological applications. Further, a clearly focused conceptual framework undergirding vocational and technical teacher education in our nation's colleges and universities has yet to be developed.
Highlights
It is not easy to determine exactly how many U
Programs are more apt to be called by their subject-specific names
Oliver and Camp found that graduation from an agricultural education program no longer means certification to teach, rather agricultural education is regularly used as an umbrella degree for those choosing to enter such other occupations as agricultural extension or agricultural communications
Summary
Data and information provided about vocational and technical teacher education at our nation's colleges and universities are limited as follows: 1. Macro information is focused on vocational and technical teacher education as it exists in our nation's colleges and universities, primarily at the preservice level. Data and information provided about vocational and technical teacher education at our nation's colleges and universities are limited as follows: 1. Macro information is focused on vocational and technical teacher education as it exists in our nation's colleges and universities, primarily at the preservice level. 2. State vocational education certification policies, related requirements and regulations, and their impact on vocational and technical teacher education at colleges and universities are not discussed. 3. Aggregated data and information as published in extant literature served as the framework for data reporting and analysis. Aggregated data and information as published in extant literature served as the framework for data reporting and analysis These data were not collected nor reported in a systematic, consistent way among the various studies, by various authors, and in various subject areas.
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