Article Title

Identifying Perceived Professional Development Needs of Idaho Secondary CTE Teachers: Program Management Needs of Skilled and Technical Science Teachers

Authors

John G. Cannon, University of Idaho
Allen Kitchel, University of Idaho
Dennis W. Duncan, University of Georgia

Abstract

The purpose of this study was to examine the perceived training needs of Idaho secondary skilled and technical science teachers for a set of non-instructional competencies specifically associated with duties related to program management. The population of this study consisted of skilled and technical science teachers employed by Idaho secondary schools for the 2008-09 academic year (N=181). Sixty percent (n=109) of the 181 teachers participated in the study. The findings indicated that the perceived in-service training areas for the program management construct, as identified by a mean weighted discrepancy score (MWDS) ranking, to be grant writing and funding opportunities, developing curriculum-based school-to-work and/or school-to-career activities, and establishing and organizing co-op/internships. Individuals involved with teacher preparation and in-service training can use the findings of this study to inform the development of pre-service curriculum and in-service educational offerings.

Recommended Citation

Cannon, John G.; Kitchel, Allen; and Duncan, Dennis W. (2010) "Identifying Perceived Professional Development Needs of Idaho Secondary CTE Teachers: Program Management Needs of Skilled and Technical Science Teachers," Journal of STEM Teacher Education: Vol. 47: Iss. 1, Article 6.
Available at: https://ir.library.illinoisstate.edu/jste/vol47/iss1/6