Vocational Teacher Education Reform
The reform movements of the 1980s triggered numerous demands to reexamine and reform the way students and their teachers are educated. This Digest examines the implications for vocational teacher education emerging from general teacher education reform movements. It discusses how excellence in vocational education teaching can be achieved and proposes 21st century models for vocational teacher education.
Impacts of Reform Movements on Vocational Teacher Education
Several of the major reform initiatives of the 1980s and early 1990s argued that improving education requires improving teacher quality and, accordingly, teacher education. Numerous changes in teacher recruitment, preparation, and certification were proposed. (For a detailed list, see Hartley, Mantle-Bromley, and Cobb 1996.) In response to the calls for reform, general teacher education programs raised admission standards/exit requirements; revised curricula to reflect multiculturalism and new K-12 standards; paid more attention to pedagogy, teaching practice, and relevance; included clinical experiences in public schools and other learning environments; and proposed new model standards/principles for licensing beginning teachers (Lynch 1997).
As of 1989, the only major impacts of national education reform movements on vocational teacher education at the macro (national) level were stiffer requirements for entry into teacher education programs and, to a lesser extent, more credit hours/time devoted to student teaching/clinical-type experiences with public schools (Lynch 1991). Until 1993, the discussion of reform of teacher education in the vocational education literature was limited to individual authors' suggestions f...
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... R.E., and Venable, W. "Implications of Increasing Numbers of Nontraditional Students for Vocational Teacher Education Reform." In Beyond the Debate, pp. 95-102. University Council for Vocational Education, 1988. (ED 303 639)
Rudolph, J.; Fry, B.; and Barr, L. "Factors Affecting the High School Curricula and Their Implications upon Vocational Teacher Education." In Beyond the Debate, pp. 82-94. University Council for Vocational Education, 1988. (ED 303 639)
Sharp, G. "Post-Fordism, the Vocational Curriculum and the Challenge to Teacher Preparation." Journal of Vocational Education and Training48, no. 1 (1996): 25-39.
Tozer, S., and Nelson, R.E. "Vocational Teacher Education: Emerging Patterns for General Studies, Academic Majors, and Professional Education." In Beyond the Debate, pp. 18-37. University Council for Vocational Education, 1988. (ED 303 639)
“ When his class drifted away from him, which was often, his voice would rise in paranoid accusations, and occasionally he would lose control and shake or smack us” (Rose, 346). Students like these should get full attention, care and love from the teachers in the vocational program or at least more attention than average students do. Teachers could impact a significant change in a student’s life. “If kids come to us from strong, healthy functioning families, it makes our job easier. If they do not come to us from strong, healthy, functioning families, it makes our job more important”(Colorose). Teachers should be influential to their students and be like their role model. Having a good mentor, or dedicated teacher changes one’s outlook on education and success in class. “Students will float to the mark you set” (Rose, 347). This quote means the higher the water level; the higher the boat will be or in other words, how the teachers bring them up that is the water level of the students are at. Same thing with the teachers in the vocational program, the teachers bully, abuses and do not teach the students properly, so the boats will sink lower and lower. The teachers in the vocational program should bring the students up and make them a better student and hopefully can escape the vocational program and join other students in high school or
First I would like to include some information about our american flag and how it came about. In the British colonies of North America before the Revolution, each of the 13 colonies had its flag. On Jan. 2, 1776, the first flag of the United States was raised at Cambridge, Mass., by George Washington. Known as the Grand Union flag, it consisted of 13 stripes, alternate red and white, with a blue canton bearing the crosses of St. George and St. Andrew. Congress, on June 14, 1777, enacted a resolution “that the Flag of the United States be 13 stripes alternate red and white, that the Union be 13 stars white in a blue field representing a new constellation.” On Jan. 13, 1794, Vermont and Kentucky having been admitted to the Union, Congress added a stripe and a star for each state. Congress in 1818 enacted that the 13 stripes, denoting the 13 original colonies, be restored and a star added to the blue canton for each state after its admission to the Union. All of the states and territories of the United States also have their own flags. Betsy Ross created the first flag. Betsy would often tell her children, grandchildren, relatives, and friends of the fateful day when three members of a secret committee from the Continental Congress came to call upon her. Those representatives, George Washington, Robert Morris, and George Ross, asked her to sew the first flag. This meeting occurred in her home some time late in May 1776. George Washington was then the head of the Continen...
Have you ever heard the saying, "Don't judge a book by it's cover"? There are many things that look very unpleasing on the outside but actually have a meaning bigger than just our lives. Something that has a special meaning to me is the American Flag. Imagine a dirty, old flag that is still standing after a war that many soldiers have lost their life for. Thinking about that gives the flag a bigger meaning than just old cloth. The flag stands for all of Americans loyalty to their country. It also represents the hardships our country has overcome over many decades. The American Flag stands for everybody that has fought and died for our country. One of the biggest things the flag stands for is the loyalty of our people.
There is much controversy surrounding the idea of patriotism and the iconography of the American flag in today’s society. Some believe patriotism is simply the act of supporting the decisions of the leaders of the country. Others say, to be patriotic, people should be outspoken and voice their oppositions to what is going on in the government. Opinions also differ on the idea of what the American flag represents. One opinion of the flags representation is that the flag represents our history, and the formerly mentioned idea of patriotism. Others believe the flag also represents our history as a nation, but these beliefs focus much more heavily on the negative aspects of our history; such as slavery and other injustices carried out by our nation. These people often believe we should find a new iconography for our country’s ideas of patriotism. As Barbara Kingsolver states in “And Our Flag Was Still There,” “Patriotism seems to be falling to whoever claims it loudest, and we’re left struggling to find a definition in a clamor of reaction” (Pg. 1). Therefore, every American’s duty is to define patriotism amongst the clamor of reaction, recapture the American flag’s representation, and create a new icon for the flag.
...ag and mine is that I will always look up to our flag and never disrespect a single thing about it. There is a lot of respect for the flag in all kinds of ways. Whether it’s at a funeral, on the battlefield, in museums, on postage stamps, on uniforms, or even on vehicles. No one disrespects the United States Flag or ever has. I think this showing of respect just shows how far we have come as a country. The United States Flag is a shows that we are in fact “one nation, under god”. We have many things to look forward to just because of the protection of our flag. I will always look up to our flag with pride and joy at how far we have come today because of it. The flag brings man people peace at heart, joy of the next day, and pride in our country. One thing I can say is that all americans have one thing in common and that is the respect for our nations flag.
Sharon Feiman-Nemser is currently the Jack, Joseph, and Morton Mandel Professor of Jewish Education at Brandeis University (Feiman-Nemser, 2014). In her book, Teachers as Learners, the author chronicles her research and career that has led to the completion of the book. Her focus and expertise lies in the evolution of teacher education and how institutions and governments can improve the abilities, skills, and performance of teachers who are entering an increasingly diverse classroom. This book views the historical and recent health of the teacher preparation system in the United States and serves as a guidebook for improved teacher preparation. It sheds light on limitations and issues that are present in current post-secondary education
The United States flag bears three different unique and patriotic colors significant to the United States of America. These colors include; red, blue, and white. The stripes alternating between red and white. There are 13 stripes in total symbolizing the 13 British colonies that became free from the Kingdom of Great Britain. The red stripes also represent the 7 continents of the world. Moving onto the upper left side of the flag, you will see a blue square which symbolized the Union. Inside, there are 50 stars which exemplify the 50 states in the United States. The flag is used to show the patriotism shown in the United States of America. Recognizing the independence we had gained and the freedom and liberty we have created. Usually many American citizens will fly their flags year round inside their private homes, but its most widespread during holidays like Memorial Day, Veteran's Day, Flag Day, Independence Day, and President’s Day.
In John Gatto’s essay “Against Schools” he states from experience as a school teacher that are current educational system is at fault (148). He claims that classrooms are often filled with boredom manufactured by repetitive class work and unenthusiastic teachings. Students are not actively engaged and challenged by their work and more often than not they have either already covered the concepts taught in class or they just do not understand what is being taught to them. The children contained in classrooms have come to believe that their teachers are not all that knowledgeable about the subjects that they are teaching and this advances their apathy towards education. The teachers also feel disadvantaged while fulfilling their roles as teachers because the students often bring rude and careless attitudes to class. Teachers often wish to change the curriculums that are set for students in order to create a more effective lesson plan, but they are restricted by strict regulations and consequences that bind them to their compulsory teachings (148-149). An active illustration of John Gatto’s perspective on our educational system can be found in Mike Rose’s essay “I Just Wanna Be Average” (157). Throughout this piece of literature the author Mike Rose describes the kind of education he received while undergoing teachings in the vocational track. During Mike’s vocational experiences he was taught by teachers that were inexperienced and poorly trained in the subjects they taught. As a result, their lesson plan and the assignments they prepared for class were not designed to proficiently teach students anything practical. For example, the curriculum of Mike Rose’s English class for the entire semester consisted of the repeated reading of ...
Storm, B. T. (1996). The role of philosophy in education-for-work. Journal of Industrial Teacher Education, 33(2) 77-82. Retrieved from http://scholar.lib.vt.edu/ejournals/JITE/v33n2/strom.html
Many people have an issue with the ending because of the fate of Mr. Rochester. They feel him being disfigured and blind is extremely overdone and unnecessarily dramatic. The people that believe this do not understand the deeper meanings behind it; because there are several. During the Victorian age, many were highly religious and believed in the term an eye for an eye. In can be inferred that Bronte added in Rochester’s devastating injuries in the fire because she knew many of the readers would have wanted Mr. Rochester to be punished for his many indiscretions. Victorian readers would not have been happy if he had a full happy ending after all he did to Bertha. It also was able to give the character some redemption. He was shown to be a hero by attempting to save Bertha.
Gorbachev’s parents were peasants. His father, Sergei, operated a combine harvester for a living. Sergei was drafted into the Russian Army when the Nazis invaded the USSR in 1941. Three years later, he was wounded in action and returned home to resume operating farm machinery. Sergei passed on his experience with a combine harvester to his young son, Mikhail. Mikhail Gorbachev was a quick learner and showed an aptitude for mechanics.
Strauss’s piece, “Is this any way to train teachers?”, challenges the teaching styles of the current education system by examining the RGSE teacher program. She claims that this program only takes the ineffective opinion of charter schools into account, and does not diversify or create a beneficial learning environment. Strauss’s piece can be observed through the lens of a pragmatic progressive educator, as well as someone that adamantly opposes the essentialist view of teaching during the modern historical context.
Blomfield, A., Roughton, L., Scott, A. (1997) Becoming a Secondary School Teacher. London: Hodder Arnold
Lenin was born in the backwater town of Simbirsk in 1870. He grew up in a well educated family in provincial Russia. He excelled at school and went on to study law. At university, he was exposed to radical thinking, and his views were also influenced by the execution of his elder brother, a member of a revolutionary group.
It provides the fundamental and advanced knowledge needed to improve the well-being of a country. Education is critical to the development of a country’s youth, as the popular saying goes, children are the future. The education received from teachers can either leave a lasting impact or have little or no effect on understanding. The Woodrow Wilson National Fellowship Foundation asserted that there is a need for “new paradigms, new practices and new people” (as cited in Holaday et al, 2007, 99). Professional development of teacher is required, as mentioned by the Woodrow Wilson National Fellowship Foundation, “to build a culture supportive of a new generation of scholar citizens” (Holaday et al, 2007, p.99). Thus, it is imperative that the teachers’ in all institutions in a country receive the best possible training and resources needed to fulfil the responsibilities set before