In-Service Activities for Technology Education: The Role of Colleges and Universities

Boser, Richard A.; Daugherty, Michael K.

doi:10.21061/jte.v6i1.a.1

Cited by 6 publications

(7 citation statements)

References 4 publications

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“…As the technology education profession aligns with reform efforts; such teachers need to be aware of current legislative requirements, workplace standards, and relevant curriculum concepts to employ in their instructional practices within the classroom. In fact, Boser and Daugherty (1994) argued that advancing the profession forward required providing teachers with, -…updated information on curriculum, methodology, and technology to allow them to make philosophical and programmatic changes that augment technology education‖ (p.4). One method to provide information to technology education teachers is through professional development activities.…”

Section: Federal Legislation Such As No Child Left Behind and The Carmentioning

confidence: 99%

“…Compton and Jones (1998) found that technology education teacher professional development should center on the conceptualization of technology education, pedagogy, and technological practice. As for specific in-service topics for technology education teachers, Boser and Daugherty (1994) reported that faculty of institutions which offered technology education teacher preparation identified the following topics: -robotics, principles of technology, CAD, integrated academics or mathematics, science, and technology integration, CNC, desktop publishing‖ (p. 9). The previous research, in conjunction with this current study, provides information to [state] administrators, the state technology education program manager, university technology education teacher preparation faculty, and school district administrators.…”

Section: Federal Legislation Such As No Child Left Behind and The Carmentioning

confidence: 99%

“…The top rated need as rated by secondary technology education teachers, -Utilize Computer Numerical Control (CNC) software and applications‖, is a content specific need and unique to curricula found in programs such as technology education. Boser and Daugherty's (1994) study of institutions with technology education teacher preparation programs also identified CNC as a professional development priority.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

See 2 more Smart Citations

Professional Development Needs of Idaho Technology Teachers: Teaching and Learning

Cannon

Kitchel

Duncan³

et al. 2011

Journal of Career and Technical Education

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Section: Federal Legislation Such As No Child Left Behind and The Carmentioning

confidence: 99%

Section: Federal Legislation Such As No Child Left Behind and The Carmentioning

confidence: 99%

Section: Conclusion and Recommendationsmentioning

confidence: 99%

See 1 more Smart Citation

Professional Development Needs of Idaho Technology Teachers: Teaching and Learning

Cannon

Kitchel

Duncan³

et al. 2011

Journal of Career and Technical Education

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show abstract

“…Supervisors must provide development opportunities to their subordinates equally and fairly. These activities include lectures, seminars, workshops, conferences, local association meetings and occupational experiences (Boser and Daugherty, 1994). Similarly Glazener (1968) has identified that the in-service education activities include workshops, conferences and seminars.…”

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

Minimizing Potential Issues in Higher Education by Professionally Developing University Teachers

Siddiqui

Aslam

Farhan

et al. 2011

IJLD

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The major purposes of this paper is to firstly explore the relationship among three variables namely professional development of faculty members, teachers' performance and quality of higher education, and secondly to provide solution to perceived issues and challenges faced by higher education system with the help of comprehensive model. Authors have deeply reviewed previous research studies conducted by researchers and have elaborated their views in connection with the current debate. This paper is purely qualitative in nature and authors have formulated comprehensive model that can be helpful for the policy makers and administrators of the higher education system. This comprehensive model clearly explains that if teachers are equipped with proper and well organized pedagogical as well as administrative training programs then their performance can be greatly improved which can further enhance the quality of education delivered to the students. Both pre-service and in-service professional development programs should be organized for faculty members that will improve their knowledge, skills and abilities, which in turn will further improve their academic, pedagogical and administrative job performance resulting the improvement of overall quality education. Moreover the relation that has been explored can be used to minimize many emerging problems, and perceived issues and challenges faced by higher education system. The model proposed by authors will be useful for policy makers who can then make better policies and can design improved procedures to enhance quality of education. Besides all this, the model is also helpful for management/administrators of higher education system to train and develop their faculty members on specified patterns to inculcate healthy learning among their students.

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“…This link represents the idea that teachers reflect on achievements and consider their objectives through performance management, and build into that their professional development. Boser and Daugherty (1994) conducted a study to determine the role of colleges and universities in providing in-service programs for technology education and the extent to which those in-service activities emphasised contemporary technology education (p. 1). Issues covered in the report included: Using DEPTH as a framework for the determination of teacher professional development 277…”

Section: Professional Developmentmentioning

confidence: 99%

Using DEPTH as a framework for the determination of teacher professional development

Williams

2008

Int J Technol Des Educ

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This study illustrates the use of the DEPTH model in the development of professional development for secondary teachers of Engineering. In the school context of Western Australia, Engineering is a new upper school subject which will be taught by Design and Technology teachers, the majority of whom have neither taught at this level before, nor taught Engineering content. The multidimensionality of the DEPTH model was particularly appropriate in identifying the range of felt needs of these teachers to address the new curriculum in Engineering.

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In-Service Activities for Technology Education: The Role of Colleges and Universities

Cited by 6 publications

References 4 publications

Professional Development Needs of Idaho Technology Teachers: Teaching and Learning

Professional Development Needs of Idaho Technology Teachers: Teaching and Learning

Minimizing Potential Issues in Higher Education by Professionally Developing University Teachers

Using DEPTH as a framework for the determination of teacher professional development

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