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Educational philosophies are a reflection of what
Educational philosophies are a reflection of what
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A Comparison of Career and Technical Education Philosophies Before we began to compare career and technical education philosophies we must first determine, what is philosophy of education and how is it important to our school system, teachers, and students? The result from my research has determined philosophy of education can be summed up as beliefs that influences how and what students are taught. Philosophy of education is the tool used to acknowledge and answer questions as it pertains to the purpose of schooling, the role of the teacher as well as the method in which it is taught. My research will illustrate how teacher-centered philosophies of education differ from student-centered philosophies of education. Teachers tend to emphasize …show more content…
In an article titled Career and Technical Education Philosophy =personal Perspectives=by Kinga N. Jacobson the author states “The role of our career and technical educator philosophy is to provide us with direction, values, and benchmark as we seek to accomplish our professional mission of leading our students to long-term career success. …show more content…
J. (2002) The Role of career and technical Education: Implications for the Federal Government. Office of Vocational and Adult Education, U. S. Department of Education. ED-99-CO-0160.
Five Educational Philosophies. http://gradcourses.rio.edu/leaders/philosophies.htm Ganly, S. Educational Philosophies. The Categories of Various Teaching Philosophies. Yahoo! Contributor Network. http://www.doe.in.gov/sites/default/files/cte/ncteb-edphil.pdf
Perkins, D., Blythe, T. Usable Knowledge. What is Teaching for Understanding? Understanding Framework. http://www.uknow.gse.harvard.edu/teaching/TC3-1-html 9/12/2012 CTE-8
Philosophy of Education. http://highered.mheducation.com/sites/0072877723/student_view0/chapter9/index.html
Webster Dictionary. http://www.webster-dictinary.net
Winters, C. (2011) Career and technical Education Philosophy. Career and technical Education Philosophy=Personal perspectives=by Kinga N. Jacobson Principles of Career and technical Education CTE 502-2.
The university-statehouse-industrial complex has grown such that the traditional models of primary and secondary education have survived two or three decades beyond their practical use. With a public school system that segregates and discriminates based on, “college material or not?” (Brolin & Loyd, 1989) and a university system that places only one in five graduates in work in their field of major (cite), our educational system has passed its prime and is still training and educating for 20th century job markets that no longer exist. The way that we educate and what we educate for and why needs rethinking from the top down and needs to be more practical and pragmatic. Career and technical education (CTE) consisting of specialized, targeted, and focused vocational programs at all levels do more than just prepare a student for a real job – these programs have practical education and socialization value that conventional classrooms centered around a teacher’s monologue for many do not. Nowhere is the added value of such targeted programs more useful and valuable than in special classes, courses, and CTE training aimed at students with disabilities.
In the United States, the history of Career and Technical Education evolved within four major periods. First, the Awakening period which began in 1776-1826, when the right to a free public education was expressed. During this era, educational opportunities in labor and industrial education were being demanded. The rising working class began to press for an education that were more appropriate for their labor and industry’s needs (Awakening 1776-1826, 1976). Even Benjamin Franklin who represented the Awakening middle class was on board with the rise of technical and vocational education which were taught primarily by private masters or contracted apprenticeships (Cohen, 1976).
Education is the foundation of our world, as it builds the careers that run our daily lives, and helps students learn skills to be successful. Baldisare Castiglione’s Book of the Courtier, Jeffrey Selingo’s Book College (Un)bound, and Southern Virginia University offer three different approaches to education. Of the three approaches, the best approach would be Jeffrey Selingo’s. This approach focuses on helping students find a way to be successful in the workforce, balance their passion and basic skills, and addresses errors education may be unaware of.
Career and technical education courses are intended to prepare high school students to enter the work force in a skilled trade. It equips the students with the experience and education necessary to succeed in an average skill level job while maintaining the student’s interest. In an article that focuses on an aviation CTE program, a “senior policy analyst at the Morrison Institute, said that Career and Technical Education provides another opportunity for students who struggle in high school.” The assumption is that students who struggle in high school presumably do not want another four years of education to attain a bachelor’s degree. Until recently, schools have been excessively geared towards college readiness. The dogma was elementary school, high school, college, without exception. With this “one size fits all” education system in place, a different education course had to evolve. CTE courses offer a break from the tedious grind by introducing career readiness as an alternative. In place of the four years in a college, CTE programs gives student...
For far too long, people have regarded vocational schooling as a second class option to a traditional college. Some believe that only under achievers will attend this type of school...
Any number of vocational education programs have been targeted to solve the education and employment problems of the nations high-risk populations--the dropout prone, persons with disabilities, educationally and economically disadvantaged persons, and so forth. Some have realized successful outcomes; others have not. This publication examines vocational educations role in the success of high-risk populations.
My Educational philosophy is defined in becoming a teacher as a set of ideas and beliefs about education that guide the professional behavior of educators. Also included in educational philosophy are one’s beliefs about teaching and learning, students, knowledge and what is worth knowing. My five general purposes for philosophy of education are: to set goals of plan, to teach useful and relevant information, be aware of students learning styles, modeling positive cooperative behavior, to look for solutions and to make sure those solutions are working.
A real education is something that everyone should value, and all of us should strive to live up to our true potential. Contrary to popular belief, heading off to a four-year college to reach that true potential may not necessarily be the right choice for everyone. Vocational training is not only less expensive than college, but it is also a better use of time and provides students with skills critical for their job of interest. In six months, the class of 2014 will put on their caps and gowns and walk across the stage with their diplomas. All of those graduates will be excited to move onto the next chapter of life. But what path will they choose? Will they go with the flow, or will they take a walk down the unbeaten path?
Lynch, R. L. Designing Vocational and Technical Teacher Education for the 21st Century. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, 1997.
When we talk about education, we remember our teachers of elementary, middle and high school because they left their mark on our lives, and are who we truly taught things that even we , and we have to our knowledge, is that the main purpose of my philosophy educational. The basis of my educational philosophy pragmatism. The goal of education for pragmatists is the socialization of the individual and the transmission of cultural ideas of man to new generations. In this way, new generations have no need to repeat it step by step, the experiences of their ancestors (Riestra, 1970). The school must be active in developing critical thinking in the learner. This should not be a passive entity in the process of their education, you must learn to learn . The school must prepare students for this interaction with their environment that is always changing.
Relating my reasons for becoming a teacher was not a very difficult task for me; to accomplish this task I simply needed to reflect upon and describe some of my own personal experiences. I relied basically upon my memories and thoughts about my own educational experiences. However, describing my philosophy of education was much more difficult task for me to accomplish. First of all, before I could properly describe my philosophy, I realized I needed a working definition of the concept of philosophy. My search for this working definition of the term philosophy led to further research which provided further insight into viewpoints of various well-known philosophers; some of whom we discussed in class.
Brewer, E.W., Campbell, A.C., Petty, G.C. (2000). Foundations of Workforce Education. Dubuque, Iowa: Kendall/Hunt Publishing Company.
My philosophy of education is basically rooted in my thoughts on what makes a teacher valuable to his or her school and particularly his or her students. To me an effective educator is, first and foremost, someone who genuinely cares about the quality of the education a student is receiving. My memories of great teachers always involve teachers who obviously put time and thought into their lessons. They offered their time to students who wanted to imp...
My Philosophy Statement Education is a very important aspect of our lives. It is our education that makes us who we are and determines what we become. Therefore, education is not something to be taken lightly. As a teacher, my goal is to provide the best possible education for my students. Every student is unique and unique.
When thinking of a philosophy of teaching, four major issues need to be considered. Those issues are one’s views on education, the role of the teacher, teaching and learning, and on the children. This is something that someone entering the teaching profession needs to give serious thought to and realize the importance that this will hold in the future. The following essay will express my philosophy of teaching.