The key player in the educational process and, thus, in any serious effort at educational reform, is the teacher. Yet the models and processes that are used in the preparation of teachers are often a result of historical accident and political decision rather than a product of educational theory or research. This paper proposes a research and theory-based model for the professional preparation and induction of vocational teachers. The model suggests a collaborative effort among teacher education institutions, state departments of education, local school systems, and, more importantly, local school teachers, in solving the problems involved in the professional preparation of teachers for vocational education. In addition, the paper presents a synthesis of relevant professional and research literature.
MDS-389 / January 1992