Vocational Education Curriculum Specialist (VECS). Module 6: The Preparation of Vocational Educators. Study Guide. (Teaching/Learning Module).
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| Title: | Vocational Education Curriculum Specialist (VECS). Module 6: The Preparation of Vocational Educators. Study Guide. (Teaching/Learning Module). |
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| Authors: | American Institutes for Research in the Behavioral Sciences, Palo Alto, CA. |
| Peer Reviewed: | N |
| Page Count: | 85 |
| Publication Date: | 1976 |
| Sponsoring Agency: | Office of Education (DHEW), Washington, DC. |
| Contract Number: | OEC-0-74-9286 |
| Document Type: | Guides - General |
| Descriptors: | Competency Based Education, Curriculum Development, Educational Principles, Educational Trends, Higher Education, Instructional Materials, Instructional Programs, Learning Modules, Postsecondary Education, Secondary Education, Specialists, Teacher Certification, Teacher Education, Teaching Methods, Vocational Education, Vocational Education Teachers |
| Abstract: | One of six introductory modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide has five major sections. Part I, Organization and Administration, contains an overview and rationale, educational goals and performance objectives, recommended learning materials, and suggested reference materials. Part II, Content and Study Activities, contains the content outline arranged by goals. Study activities for each goal and its corresponding objectives follow each section of the content outline. Content focus is on background, characteristics, and principles of vocational education; certification of vocational educators; the needs for improvement in the preparation and certification of vocational education teachers; and trends in vocational teacher education (performance-based teacher education, microteaching, the cooperative occupational preteaching experience program (COPE), education for curriculum specialists, and leadership development programs). Part III, Group and Classroom Activities, suggests classroom or group activities and discussions keyed to specific content in the outline and to specific materials in the list of references. Part IV, Student Self-Check, contains questions directly related to the goals and objectives of the module, which may be used as a pretest or posttest. Part V, Appendix, contains suggested responses to the study activities from part II and responses to the student self-checks. (HD) |
| Notes: | For related documents see CE 009 129-136 and CE 009 192-206 |
| Journal Code: | RIEMAY1977 |
| Entry Date: | 1977 |
| Accession Number: | ED132408 |
| Database: | ERIC |
| Abstract: | One of six introductory modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide has five major sections. Part I, Organization and Administration, contains an overview and rationale, educational goals and performance objectives, recommended learning materials, and suggested reference materials. Part II, Content and Study Activities, contains the content outline arranged by goals. Study activities for each goal and its corresponding objectives follow each section of the content outline. Content focus is on background, characteristics, and principles of vocational education; certification of vocational educators; the needs for improvement in the preparation and certification of vocational education teachers; and trends in vocational teacher education (performance-based teacher education, microteaching, the cooperative occupational preteaching experience program (COPE), education for curriculum specialists, and leadership development programs). Part III, Group and Classroom Activities, suggests classroom or group activities and discussions keyed to specific content in the outline and to specific materials in the list of references. Part IV, Student Self-Check, contains questions directly related to the goals and objectives of the module, which may be used as a pretest or posttest. Part V, Appendix, contains suggested responses to the study activities from part II and responses to the student self-checks. (HD) |
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