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A study examined the extent and nature of the problem of keeping secondary and postsecondary vocational and technical teachers in the United States up to date in the technology of their fields. During the study, 18 knowledgeable individuals were identified in 18 states to prepare papers on the need for and the problems of technological update of secondary and postsecondary vocational and technical teachers. Analysis of these papers indicates that large numbers of vocational and technical teachers at both the secondary and postsecondary levels are considered to have substantial or critical need for updating their knowledge of the technology of their field. Furthermore, this need exists for all occupational service areas examined. Despite the fact that a variety of approaches to technological update are being used, lack of resources in terms of money, time, and links with external organizations are seen as major barriers to the successful technological update of teachers. Among those approaches considered to have the greatest potential for successfully updating programs are workshops, conferences, and seminars as well as collaborative activities and programs among schools, business, and industry for teacher occupational experiences and curriculum content revision. Particularly needed is an overall teacher update plan that provides for effective selection, application, coordination, and management of the above-mentioned approaches. (MN)

This document reports the results of work in identifying promising approaches to the provision of technological update to vocational/technical teachers and barriers as well as facilitators to the use of those approaches. (Technological update refers to the technical, as opposed to pedagogical, knowledge and skills needed by vocational teachers to provide their students with up-to-date preparation for the current technology of the world of work.) Information on approaches now in use to update teachers' technological knowledge and skills was gathered from literature, knowledgeable observers, and vocational education institutions and agencies. Criteria related to cost effectiveness, complexity, and locus of administrative control were then applied to select those approaches that appear to offer promise. Two different kinds of approaches were identified. First, six specific delivery techniques were described: work experience internships, university and college course work, workshops, industry observation, education and industry staff exchange, and part-time employment. Second, three different types of update programs were described: local programs, nonlocal programs, and industry training and update programs. Major barriers or facilitators include availability of funding, motivation, and policy. The result of the study is nine descriptions of promising approaches to the task of providing technological update, each approach with its own potential for providing update, administrative characteristics, advantages and disadvantages, and barriers and facilitators. The study recommended research to determine responsibilities of the various agents (teachers, administrators, state and federal departments of education, and business and industry) for updating and providing sufficient funds to carry out updating programs. (KC)

This report presents the design, procedures, and findings of the advanced testing of 100 modules in a set of performance-based vocational teacher education curricular materials. (The modules are based on 384 secondary/postsecondary level performance elements, including program, instructional, and other elements.) In the first of five sections the study purpose of providing user feedback for refining materials and information for developing specified competencies is identified. Instrumentation (teacher performance assessment form, pre-treatment performance estimate, and teacher trainee and resource person feedback booklets) is described. Test site and module selection are discussed, and section 2 reviews site coordinator training procedures. The third section provides module-by-module and across-module analyses. Findings reported in section 4 include the following: (1) teacher trainee pre- and post-performance self-estimates increased for all modules; all modules were rated effective; (2) resource persons rated teacher trainees above "good" on tested modules; and (3) 75% of resource persons felt learning activities were helpful. Also examined are teacher trainee and resource person characteristics and feedback. The final section sets forth conclusions and recommendations. Appendixes contain instrumentation forms, evaluation, study, and results. (Volume 1, which documents the curricula development processes, and volume 3, the module development handbook, are available separately--see note.) (CSS)

Documenting the processes and procedures, this report reviews phases of development, testing, and revision of 100 modules in a set of performance-based teacher education (PBTE) curricular materials. The first of two chapters discusses the need to develop a professional development program for vocational education teachers. A two-phase process is described: phase 1--identification of performance requirements of conventional program teachers; and phase 2--identification of performance requirements for cooperative program teacher coordinators. The findings are the origin of 384 performance elements and a set of related performance oriented general objectives. Chapter 2, divided into 7 sections, discusses curricular development, testing, and implementation. Section 1 describes the cooperation of institution/agency representatives in module development. Section 2 examines the preliminary module testing and results. Module revision procedures are outlined in section 3. Section 4 summarizes the advanced testing design and procedures. The fifth section provides model publication background. Module refinement, based on advanced testing feedback and publisher needs, is described in section 6. The final section reviews dissemination activities. Appendixes contain samples of the cooperative development stage module, data collection and synthesis forms, preliminary and advanced test versions, and revision procedures/quality control devices, and module titles and associated performance elements. (Volume 2 of the final report, which is a report of research, and a module development handbook are available as separate documents--see note.) (CSS)

As part of an effort to address the problem of the technological update of vocational and technical teachers, the National Center for Research in Vocational Education conducted a status study to determine the nature and extent of the problem with respect to institutional level and occupational area. A second aspect of the study dealt with currently used approaches to the technological update of teachers. This phase of the study resulted in descriptions of the following nine promising approaches to the task of providing teacher technological update: work experience internships; university and college course work; workshops, conferences, and seminars; industry observation; education and industry staff exchange; part-time employment; local programs; nonlocal programs; and industry training and updating programs. Of these, workshops, conferences, and seminars were the most widely used approach to teacher update. This was true for both secondary and postsecondary instructors, with all but one of the 18 consultants providing data in the study citing this approach. Another approach that was identified as having a high potential for success was that of organizing collaborative activities and programs among schools, business, and industry for teacher occupational experiences and curriculum content revision. Singled out as a particularly noteworthy example of this type of program was the Kentucky Vocational Staff and Industry Exchange Program. (MN)