The Journal of Technology Studies
Advancement of a profession relies heavily on the participation of its members. Leadership roles must be filled at many levels. To effectively prepare future leaders, efforts must be undertaken to educate and mentor them both about their professions and how to lead within them. The authors sought to identify the perceptions of those who recently earned a doctoral degree with focus on technology and engineering education. In the past, this group developed and assumed major roles in leading their education professions. This study reports on new doctoral graduates’ perceptions related to the focus of content taught in formalized K-12 technology and engineering education programs, methods used to prepare future technology and engineering teachers, characteristics of their planned professional involvement, and future forecasting for their school subject.
© 2013 The Authors.
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Original Publication Citation
Ritz, J., & Martin, G. (2013). Perceptions of new doctoral graduates on the future of the profession. Journal of Technology Studies, 39(2), 65-78. https://doi.org/10.21061/jots.v39i2.a.1
Ritz, John and Martin, Gene, "Perceptions of New Doctoral Graduates on the Future of the Profession" (2013). STEMPS Faculty Publications. 250.