Abstract

Career and technical education (CTE) instructors teach in an environment that requires simultaneous academic and occupational instruction that integrates theoretical and hands-on knowledge while working with a unique student population that has distinct learning needs. These instructors have the industry experience and in-depth content knowledge that is critical in the vocational classroom, but they are missing an important piece of instruction: basic knowledge of pedagogical theory. It is clear that CTE schools must provide initial and ongoing training opportunities for instructors; however, it is difficult for these schools to identify what type of training is most appropriate (Cannon et al., 2011). Since few studies have been conducted to determine teacher in-service needs in CTE, finding training programs that fit the specific needs of CTE instructors is a significant challenge. However, this is a need that must be met because of the impact CTE can have on the economic vitality of our nation. The purpose of this research study was to uncover the thoughts and recommendations of CTE instructors and administrators at three post-secondary technical schools regarding pedagogical training for CTE faculty.

Key words: Career and technical education, pedagogy, faculty training, pedagogical training, vocational education, professional development, hands-on learning, adult learning.