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Predictors of Instructional Strategy Use of Faculty in Career and Technical Education Programs: Signature Pedagogies of the Field

Predictors of Instructional Strategy Use of Faculty in Career and Technical Education Programs: Signature Pedagogies of the Field
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Author(s): Edward C. Fletcher Jr. (University of South Florida, USA) and Yenni Djajalaksana (Maranatha Christian University, Indonesia)
Copyright: 2018
Pages: 20
Source title: Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5631-2.ch019

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Abstract

The purpose of this research study was to identify potential signature pedagogies in the field of CTE as well as specific disciplines within CTE, and to explain instructional strategy use by faculty's demographic characteristics, course delivery modes, and academic discipline. Based on a national survey of CTE faculty teaching at the postsecondary level, this study found faculty which teach in family and consumer sciences education are significantly more likely to use authentic reflective assessments; Engineering and technology education faculty are significantly more likely to implement knowledge acquisition activities; career and workforce education faculty are significantly more likely to infuse online activities in their courses; and business and/or marketing education faculty are significantly more likely to integrate research, group and discussion-based, knowledge acquisition, and online activities. Findings point to a need for faculty to continue considering alternatives pedagogies which create more engaged courses and maximize student learning.

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