Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 2018

Abstract

The purpose of this study was to examine the perceptions of career and technical education (CTE) teachers regarding the importance they assign to indicators of quality teaching practice. The population consisted of CTE teachers who teach or taught in New Mexico. The first research question asked how CTE teachers perceive the importance of quality teaching indicators as they relate to what CTE teachers should know and be able to do. Subsequent research questions examined the degree to which four demographic categories (years of experience, level of education, discipline of instruction, and licensure type) influence CTE teachers’ opinions regarding the importance of teaching indicators.

Data for this study were gathered using a survey instrument derived from Danielson’s Framework for Teaching (Danielson, 2014). Results from the questionnaire responses were analyzed using descriptive and comparative statistics. Responses were examined relative to the research questions. Findings indicate that CTE teachers generally rate as important the elements within each domain of the framework. This implies a degree of continuity between the beliefs of CTE teachers regarding effective practice and generally held assumptions of effective teaching practice in the profession at large. Overall, CTE teachers in all categories rated the elements in Domain 4: Professional Responsibilities as less important than the other three domains. Some differences in teacher opinion were also identified based on demographic characteristics, with the most notable differences between early career teachers and more experienced teachers. The findings from this research suggest opportunities for informing the preparation and professional development of CTE teachers.

Keywords

Teacher Education, Framework for Teaching, Career and Technical Education, CTE, Vocational Education, Career and Technical Teacher Education

Document Type

Dissertation

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Cheryl A. Franklin Torrez

Second Committee Member

Carolyn J. Hushman

Third Committee Member

Marjori M. Krebs

Fourth Committee Member

Sheri S. Williams

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