Professional Development Needs of Novice Career and Technical Education Teachers

Abstract

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.

Professional Development Needs of Beginning Agricultural Education Teachers in Idaho

“…Professional development was defined as learning activities and experiences in which educators participate in order to increase classroom performance (Rhodes, Stokes, & Hampton, 2004). Beginning teachers were in need of professional development to prepare for and retain their teaching positions (Ruhland & Bremer, 2002). Specifically, induction teachers needed training in classroom management (Garton & Chung, 1996;Miller & Scheid, 1984;Mundt, 1991;Mundt & Connors, 1999;Myers, Dyer, & Washburn, 2005), curriculum development (Joerger, 2002;Miller & Scheid, 1984;Myers et al, 2005;Rayfield, McKim, Lawrence, & Stair, 2014), time management (Connors, 2013;Myers et al, 2005;Rayfield et al, 2014), SAE program support (Garton & Chung, 1996;Miller & Scheid, 1984), FFA Chapter advising (Garton & Chung, 1996;Mundt, 1991;Myers et al, 2005), resource management (Joerger & Boettcher, 2000;Miller & Scheid, 1984;Myers et al, 2005;Walker, Garton, & Kitchel, 2004), and student recruitment (Myers et al, 2005).…”

Beginning Teachers' Perceptions of In-School and In-Profession Mentoring Relationships

“…This study provides an examination of mentoring relationships in the context of agricultural education, and it is recommended that this line of mentoring research be replicated with other beginning career and technical education teachers. This recommendation aligns with Ruhland and Bremer (2002) who called for research to examine the quality of the mentor relationship and its helpfulness to the beginning career and technical education teacher. Limited research has been conducted pertaining to the retention of beginning career and technical education teachers, and yet the National Commission on Teaching and America's Future (2003) identified beginning teacher retention as a "national crisis" (p. 21).…”

“…Ideally, an assessment of similarity characteristics should be conducted prior to matching so that the chances of obtaining a successful dyad are improved. The mismatch of dyad members has been identified as a major problem associated with formal mentoring programs (Ehrich, et al, 2004;Greiman, 2002;Hale, 2000;Ruhland & Bremer, 2002); therefore, additional research is needed to inform the matching process. For example, research should be conducted that inquires into the criteria employed to match dyad partners, and the identification of variables that result in an effective match.…”

Professional Development Needs of Idaho Technology Teachers: Teaching and Learning

“…The research findings of Wichowski and Heberley (2004) indicated dual enrollment, integration of academics, reading programs, career clusters, and technical skill updating as the highest priority professional development needs for practitioners as identified by state CTE directors. Classroom management, curriculum development, and working with special populations were identified by novice CTE teachers as professional development needs with particular importance (Ruhland & Bremer, 2002). Heath-Camp and Camp (1990) found systems-related problems such as inadequate orientation, equipment, and supplies; student related problems such as lack of motivation and undesirable behavior; and personal struggles with self-confidence, time management, and organizational skills as areas of concern for beginning CTE teachers.…”