A Study of Three for Teaching Technical Content to Pre-service Technology Education Teachers

Abstract

Policy and decision makers within technology teacher education are searching for means to revitalize weak programs, meet the needs of their clients, and adapt in ways that will help insure the continuation of their programs. Insight into the effects of different approaches to providing technical content in technology teacher education programs may aid in this quest. Based upon discussions with technology teacher educators, it is apparent that in this time of change within the technology teacher education field, there is a need for greater insight into the effects of organizational configurations and approaches to technology teacher education. The purpose of this study was to explore faculty and administrator perceptions of the interaction between technology teacher education and industry-oriented technology programs. This study was designed to explore the outcomes which faculty attributed to organizational configuration and to further explore relationships faculty perceived between the source of technical instruction and effectiveness of technology teacher education programs. Specifically, this study sought answers to the following question: As a result of the organizational structure and technical course configuration adopted by their department, what interaction do faculty, and administrators perceive?