CTE 351 University of Idaho Technical Education Instructional Programs and Teachers Discussion

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User

NneebaO

Subject

Writing

Course

CTE 351

School

University of Idaho

Department

CTE

Description

Part 1 is to focus on one or two points of particular interest (i.e., something that caught your attention, caused you to reconsider something, or clarified something you did not understand previously). Here, “reflective” is referring to a habit of mind that questions why, what, and how one goes about doing what one does, with an eye toward making "what is," better. It is a reflective critique of what has been learned and/or observed. As teachers, we all need to reflect on what we do and why we do it. Reflection is a vital part of improving instruction and learning. Part 2 is to focus on application; that is, on how the session materials can be put to use in “your” classroom or situation. Again, this is a reflective process looking for ways of applying what has been learned.

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CTE Instructional Programs and Teachers AIMS: Identify contexts for CTE Identify program areas Explain shifting language of CTE Consider recruitment and retention of CTE teachers Evaluate your program area with respect to: 1. 2. 3. 4. 5.    Status Trends and issues Strategic plan for continuous improvement CTE Language  Changing and different according to state, country (e.g., PTE, CTE, Vocational Education)  Program names are shifting and are different too  Factors contributing to changes in language   Reflecting change in world of work Minimize stereotyping CTE at the Secondary Level  Comprehensive high schools  Career and Technical high schools  Area or Regional high schools (common in rural areas –low density populations, scarce resources)  Career Academies (offer related or contextualized academics along with technical instruction) CTE at Postsecondary Level  Technical Institutes  Technical and Community Colleges  Colleges and Universities  Private institutions  Apprenticeships CTE Program Areas  Agriculture and Natural Resources Education  Business Education  Family and Consumer Sciences Education  Health Occupations Education  Marketing Education  Technology Education  Technical Education  Trade and Industrial Education CTE Educators  Traditional: pursue and attain four year degree in CTE upon graduation from high school  Non-traditional: pursue and attain a four year degree in content area (e.g., agriculture, nursing, business, marketing) and then pursue teacher certification  Non-traditional: pursue an associate degree and/or work in occupational area for specified years and then pursue teacher certification  Trend—increasingly toward non-traditional teacher preparation
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CTE Reflection
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CTE: Reflection
When it comes to the Career-Technical Education (CTE) module that we covered in
class, there were various areas that I found to be particularly interesting. For instance, one of the
underlying themes that I found compelling was the need to change the language surrounding
CTEs because of the stereotypes that exist about this type of education. Though I had certainly
become aware of the bias that some individuals who pursue a more traditional education route
held towards those who chose CTE, I had not thought that it represented a widespread problem.
At...