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This study examines the professional development needs of secondary career and technical education (CTE) teachers. Fourteen traditionally or alternatively certified CTE teachers participated in an in-depth telephone interview to provide responses related to their background, experience, participation in professional development opportunities, and opinions concerning professional development. While most CTE teachers felt adequately prepared by their teacher preparation program, areas in which more preparation would have been helpful included classroom management and working with special populations. Most of those who participated in a mentoring program found the experience valuable; the quality of the relationship was key. Results point to the need for a range of professional development opportunities that will meet the varied and specific needs of CTE teachers. Furthermore, an increase in support for professional development opportunities can assist with the retention of teachers in their first years of teaching. PURPOSE OF STUDYThe primary purpose of this study is to examine the professional development needs of novice secondary career and technical education (CTE) teachers. A secondary purpose was to determine if CTE teachers who entered the profession though alternative certification routes have different professional development needs than those of traditionally prepared teachers. Some states mandate professional development activities, while other states provide little or no support, leaving any professional development activities to local school districts. The professional development of teachers has become a major issue as the shortage and retention of teachers raises concerns as to the quality of education in our nation's schools.

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