Oregon industrial and engineering teacher's perceived professional development needs Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/2j62s859c

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  • Professional development is a critical part of education, especially in career and technical education (CTE). CTE programs have rapidly changing technological foundations, and while the CTE teachers' primary focus is to prepare students for entry-level positions in their occupational areas, CTE teachers are also required to embed academics into their curriculum as well. The purpose of this census study was to determine the perceived professional development needs of secondary Oregon industrial and engineering (I & E) teachers (N=193) during the 2013-2014 school year; 112 responded for a return rate of 58%. This study revealed that Oregon's I & E workforce is older than in other content areas in the state, with over half of the respondents over 50 years old and nearing retirement. This study revealed a difference in priorities of the perceived CTE professional development needs between federal and state leaders with those who work in the field. Grant writing and funding opportunities, motivating students to learn, and developing curriculum-based school-to-work and school-to-career activities were the top three professional development needs identified by respondents. This study also found that the sustainability of programs was a major concern for professional development by the respondents.
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