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

, College of Education/Leadership, Counseling, Adult, Career and Higher Education, University of South Florida, Tampa, FL, United States ; , Information Systems, Maranatha Christian University, Bandung, Indonesia

IJAVET Volume 5, Number 3, ISSN 1947-8607 Publisher: IGI Global

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.

Citation

Fletcher Jr., E. & Djajalaksana, Y. (2014). Predictors of Instructional Strategy Use of Faculty in Career and Technical Education Programs: Signature Pedagogies of the Field. International Journal of Adult Vocational Education and Technology, 5(3), 45-65. IGI Global. Retrieved July 3, 2020 from .

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