Date of Award

Summer 2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program/Concentration

Occupational and Technical Studies

Committee Director

Philip A. Reed

Committee Member

Thomas Bean

Committee Member

Petros Katsioloudis

Abstract

Technology education teachers can have varied pre-service training experiences, thus their needs for classroom support may vary greatly. Perkins V requires evidence-based research to justify the use of funding for professional development. This researcher sought to support Virginia’s secondary technology education teachers, professional organizations, and the Virginia Department of Education’s Technology Education Specialist by providing research to determine professional development needs. This three-phase qualitative study used a survey, documents review, and focus groups to triangulate data to provide information about the research questions. The research questions focused on teachers’ educational background, technology program goals, and issues specific to secondary technology education teachers.

The study found that support on classroom management and pedagogy was the greatest need. Additionally, technology education course offerings need to be simplified and information from the state on career clusters needs to be coordinated and concisely organized. Teacher concerns also included student safety, overcrowding, students with individualized education programs (IEPs) with no aides, and the epistemology of technology education.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/9bbj-ft91

ISBN

9798384456698

ORCID

0000-0003-0362-6626

Download

Share

COinS