Career and technical teacher education (CTE) programs need a paradigm shift for preparing and certifying future teachers to meet federal and state mandates. Current CTE teachers with an occupational endorsement are not considered highly qualified under No Child Left Behind Act. This qualitative study used focus group interviews to examine perceptions of CTE directors and teachers in Michigan and provide practical suggestions for development of teacher preparation models to meet legislative mandates. Included recommendations suggested that CTE teacher preparation programs should have consistent requirements and teacher certification should enable prospective teachers to include integrate relevant academic and occupational skills.Data Analysis Suter (2006) described the data analysis process as a way to discover apatterns, coherent themes, meaningful categories, and new ideas and in general uncovers better understanding of a phenomenon or processa (p. 327).
|Title||:||The Preparation and Certification of Career and Technical Education Teachers: A Descriptive Case Study|
|Author||:||Mark John Pogliano|
|Publisher||:||ProQuest - 2008|