The status of global workforce instruction in secondary engineering/technology education programs
Abstract
The purpose of this study was to examine the degree to which current engineering/technology education teachers are teaching global workforce preparedness in their classrooms. The following research question was answered: How often are global workforce skills (as defined by Partnership for 21st Century Skills) addressed in the classroom among in-service secondary ACTE engineering/technology education division (eTED) teachers? The descriptive study provided a status of the current level of pedagogy given to global workforce concerns in engineering/technology education classrooms. An on-line survey instrument was used to make inquiry on the instruction and pedagogical approaches to global workforce competencies of engineering/technology education teachers. Instrument items were created directly from various competencies identified by the Partnership for 21st Century Skills (P21).
Degree
M.S.
Advisors
Rogers, Purdue University.
Subject Area
Teacher education|Vocational education
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