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Oregon home economics occupational teachers' beliefs concerning education and preparation needed by teachers Public Deposited

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  • The purposes of this study were to discover what home economics teachers are doing in Oregon in career education and how they can be better prepared to teach home economics occupational preparation courses. Postcards were sent to home economics departments in 194 public high schools and 83 public junior high schools in Oregon. Postcards were returned from 130 high school teachers and 46 junior high school teachers. From these postcards 50 names and addresses were obtained of individuals who had taught or were currently teaching a home economics career course. Questionnaires were sent to these 50 individuals and 38 were returned in time to be used for the study. Of these 38 returned questionnaires 20 were useful. The other 18 did not describe occupational courses which were at least a semester's duration. The questionnaire was divided into five different sections. The respondents described their educational backgrounds in section I. Section II was designed to obtain information concerning the school where the career home economics course had been taught. Section III of the questionnaire containing seven different parts was designed to reveal the beliefs of the respondents concerning career education in home economics in Oregon. The headings of each of the seven parts were as follows: A. Who needs career education? B. What facilities are needed for teaching career education in home economics? C. What schools should teach career education? D. What should be the teachers' preparation for teaching career education in home economics? E. How should career education be taught? F. What should be the secondary home economics curriculum emphasis in the 1970's ? G. What are some of the feelings of home economics teachers about teaching career education in contrast to teaching consumer and homemaking education? The respondents described the occupational course which they had taught in section IV while section V reflected the respondents' own preparation for teaching career education and suggestions for others who would teach the course. Of the 20 teachers included in this study, four had master's degrees and the other 16 had bachelor's degrees. The majority of the respondents had received their last degree from Oregon State University and were teaching occupational home economics courses for the first time this year although one had been teaching such a course for five years. The specific courses which the 20 respondents were teaching in occupational home economics included nine in food services, including one in FEAST, seven in child services, three in exploration of home economics occupations, one in clothing and textiles services and one in "homemaker's assistant." From this study based on the responses of 20 home economics teachers in Oregon the following conclusions can be made: 1. The respondents believe that "every secondary school should be having units or courses to emphasize the exploration of the world of work." 2. Home economics teachers need to make detailed observations and analysis of the job before teaching a career related course. Some individuals believe teachers should experience the work itself but this is not always possible. 3. College subject matter courses are helpful in teaching career courses but other preparation is also necessary. 4. Home economics has a definite part to contribute in preparing individuals for the world of work but this should not be its only purpose. Home economics in the 70's should still emphasize consumer homemaking as well as career orientated courses. 5. It is just as important to orientate individuals towards the general world of work as it is to prepare them for a cluster of occupations. 6. Home economics teachers need more information on career education. Suggestions for obtaining this information included workshops and curriculum guides for the various home economics career areas. 7. Home economics teachers in Oregon need to be educated as to the meaning of career and occupational education.
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