Using Tech Prep Principles to Improve Teacher Education

In response to the need for more active involvement by higher education in Tech Prep reforms, university researchers conducted four separate research and synthesis activities: (1) A synthesis of recent reforms in science, mathematics and English/language arts; (2) A survey of Tech Prep program administrators; (3) A focus group interview with Tech Prep teachers; and (4) An analysis of stakeholder perceptions of Tech Prep via concept mapping. Five major themes for teacher preparation emerged: (1) Teaching through application, (2) Student-centered/inquiry-based instruction, (3) vocational/academic integration, (4) collaboration and (5) real-world experience. Teacher education programs need to focus on developing these skills in prospective Tech Prep teachers. This entails making significant changes in the structure and delivery of teacher preparation, including interdisciplinary courses, requiring work experience of teacher candidates and modeling applications-based teaching methodologies.

Many so-called educational reforms have emerged over the past decade. Their genesis can usually be traced to A Nation at Risk ( National Commission on Excellence in Education, 1983 ), and they have taken on various forms: more stringent college entrance requirements, (which led to) heavier academic requirements for high school graduation, "back to basics," site-based management, outcome-based education, charter schools, schools-within-a-school, authentic assessment, and so on. One characteristic shared by most reforms is a concentration on secondary school education.

Likewise, several parallel reforms emerged from vocational/technical education, dating back to The Unfinished Agenda ( National Commission on Secondary Vocational Education, 1984 ). Many of these were based on the concept of "vocational/academic integration" and, like those in general education, took on various forms and were focused at the secondary level.

The emergence of "Tech Prep" galvanized integration activities by providing a substantive framework for implementation. An additional feature was the linking of secondary and postsecondary programs. Most activity, however, has again concentrated at the secondary level and the burden for development and implementation has fallen on high school teachers, counselors, and administrators ( Boesel, Rohn, & Diech, 1994 ; Bragg, Layton, & Hammons, 1994 ).

To many, Tech Prep appears to provide a realistic vehicle for broad, cross-disciplinary reform. It is therefore incumbent on educators at all levels to explore the potential for these reforms and, if there, to develop and support it. More specifically, teacher educators need to be aware of the salient aspects of Tech Prep and their potential impact on teacher preparation. The purpose of the research and synthesis activities described in this article was to identify needs and priorities for teacher preparation in a "Tech Prep" mode.