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A Changing Role for Technology Teacher Education

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Title: A Changing Role for Technology Teacher Education
Language: English
Authors: Daugherty, Michael K.
Source: Journal of Industrial Teacher Education. Spr 2005 42(1):41-58.
Availability: National Association of Industrial and Technical Teacher Educators. Web site: http://scholar.lib.vt.edu/ejournals/JITE/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2005
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Educational Change, Technological Literacy, Teacher Education Programs, Literacy, Technology Education, Teacher Educators, Teacher Education, College Students, Academic Standards, Evaluation Methods, Futures (of Society), Teacher Role, Questionnaires, Teacher Attitudes, College Faculty
ISSN: 0022-1864
Abstract: The purpose of this study was to examine the degree to which technology teacher educators support the recently published standards in technology education and determine whether there is a need and/or support for substantial change in undergraduate technology teacher education. A sample of all technology teacher education faculty members were asked to respond to a questionnaire consisted of open-ended free-response and Likert-type questions designed to elicit responses concerning the level of support for the content and professional development standards as well as responses concerning the current state and future roles of technology teacher education. Findings suggest that many technology teacher education programs are resisting curricular change due to a lack of support among departmental faculty members and the presence of more traditional laboratories and technical courses. While the data indicate that most respondents recognize the shortcomings of their respective programs, it is less clear whether these respondents are preparing to address those shortcomings. The author concludes, that technology teacher education programs have undergone substantial curricular and programmatic changes in recent years and have done so in response to the "Standards for technological literacy". While disagreement abounds as to the curriculum that should be implemented to reach the destination, almost all respondents agreed that the "Standards for technological literacy" are a worthy target for technology teacher education. (Contains 10 tables.)
Abstractor: ERIC
Number of References: 5
Entry Date: 2007
Access URL: https://scholar.lib.vt.edu/ejournals/JITE/v42n1/daugherty.html
Accession Number: EJ753118
Database: ERIC
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  Data: The purpose of this study was to examine the degree to which technology teacher educators support the recently published standards in technology education and determine whether there is a need and/or support for substantial change in undergraduate technology teacher education. A sample of all technology teacher education faculty members were asked to respond to a questionnaire consisted of open-ended free-response and Likert-type questions designed to elicit responses concerning the level of support for the content and professional development standards as well as responses concerning the current state and future roles of technology teacher education. Findings suggest that many technology teacher education programs are resisting curricular change due to a lack of support among departmental faculty members and the presence of more traditional laboratories and technical courses. While the data indicate that most respondents recognize the shortcomings of their respective programs, it is less clear whether these respondents are preparing to address those shortcomings. The author concludes, that technology teacher education programs have undergone substantial curricular and programmatic changes in recent years and have done so in response to the "Standards for technological literacy". While disagreement abounds as to the curriculum that should be implemented to reach the destination, almost all respondents agreed that the "Standards for technological literacy" are a worthy target for technology teacher education. (Contains 10 tables.)
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      – Text: English
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        PageCount: 18
        StartPage: 41
    Subjects:
      – SubjectFull: Educational Change
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      – SubjectFull: Technological Literacy
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Literacy
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      – SubjectFull: Technology Education
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Teacher Education
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      – SubjectFull: College Students
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      – SubjectFull: Academic Standards
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Futures (of Society)
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      – SubjectFull: Teacher Role
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      – SubjectFull: Teacher Attitudes
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