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Preparation of vocational-technical teachers in selected community colleges

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  • The increasing demand for vocational-technical training at the community college level stems from four interrelated factors: the impact of automation and technology, the rapid population increase, he social awareness of the economic plight of minority groups, and concern for the non-college-bound high school graduate or drop-out. As a result, community colleges are increasing vocational-technical programs, both in numbers and kinds. The purpose of this study is to gather information about the source, education, and work backgrounds of vocational-technical teachers in community colleges in Oregon, Washington, and Northern California. The summary of studies and related materials reveals that there is a shortage of qualified vocational-technical teachers. The projected growth of community colleges' vocational-technical programs will place more demands on the available supply of these teachers. In order to meet present needs, community colleges are actively recruiting teachers from other educational institutions, business and industry, military retiree ranks, and from graduating classes of colleges and universities. Findings related to the purpose of this study reveal: The high schools contribute the largest number of experienced teachers to community colleges in the Pacific Northwest. Almost one-half of the vocational-technical teachers in these colleges have taught less than three years. Three-fourths of the teachers have been in their present teaching position less than six years. Some of these teachers have not graduated from high school--others have doctors degrees. There is a need for uniform standards of education, related work experience, and teacher preparation as a basis for certification of vocational-technical teachers.
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