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Curriculum and Pedagogy to Integrate Occupational and Academic Instruction in the Community College: Implications for Faculty Development

机译：整合社区学院职业与学术教学的课程和教学法：对教师发展的启示

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摘要

This is a case study of curriculum and pedagogy used to integrate academic and occupational education in the community college. The study investigated classroom practices, views of integrated instruction on the part of staff and students, and professional development approaches. Thirty-three integrated classrooms in seven community colleges in four states were studied. Instruction was integrated either through linking courses, or infusing academic or occupational instruction in single courses. Two-thirds of the instructors applied a strong form of integration, and the majority of instructors combined teacher- and student-centered methods, contrary to the expectation that integrated instruction would be primarily student-centered. College faculty and administrators were highly concerned about students' need for improved academic skills, suggesting an overlap with the purposes of remedial education. At the same time, little explicit instruction in literacy or critical thinking skills was observed in occupational classrooms. A strong program of professional development combined with the support of senior administrators promoted sustainability. Several approaches to staff development had the potential to overcome faculty resistance to integrated instruction. Finally, despite much enthusiasm for academic-occupational integration, the study sites had almost no empirical evidence to offer. If integrated instruction is to be evaluated, it will be necessary to disentangle its effects from those of other good practices that tend to accompany it.
机译：这是课程和教学法的案例研究，用于将社区学院的学术和职业教育相结合。这项研究调查了课堂实践，教职员工和学生的综合教学观以及专业发展方法。研究了四个州的七所社区大学的33个综合教室。通过链接课程或在单个课程中注入学术或职业指导来整合教学。三分之二的讲师采用了很强的整合形式，大多数讲师结合了以教师和学生为中心的方法，这与人们认为整合式教学将主要以学生为中心的想法背道而驰。大学的教师和管理人员高度关注学生对提高学术技能的需求，这表明与补习教育的目的存在重叠。同时，在职业课堂上几乎没有明确的识字或批判性思维技能指导。强有力的专业发展计划加上高级管理人员的支持促进了可持续性。员工发展的几种方法有可能克服教师对综合教学的抵制。最后，尽管人们对学术和职业融合充满热情，但研究地点几乎没有经验证据可提供。如果要评估综合教学，则有必要将其影响与往往伴随其进行的其他良好实践相区别。

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    Perin Dolores;

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  • 年度 2000
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  • 正文语种 {"code":"en","name":"English","id":9}
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