cators in the various areas reflect both the differences among the States and characteristics related to the operational programs of the various areas of vocational education.

Comparison of the percentage of teacher educators and the percentage of the total enrollment for the various substantive areas of vocational education indicates the relationships shown in table 72.

TABLE 72.-COMPARISON OF NUMBER OF TEACHER EDUCATORS AND TOTAL ENROLLMENT BY OCCUPATIONAL CATEGORY, 1966

The relationship indicated is nationwide and does not describe the vast differences among the States and among the substantive areas in a State.

REVIEW AND ANALYSIS OF CONTEMPORARY TEACHER EDUCATION PROGRAMS

The brief reviews of the various areas of teacher education which follow highlight some of the unique features of vocational teacher education and provide the rationale upon which both general and specific recommendations can be developed.

STATUS OF TEACHER EDUCATION PROGRAMS

Many programs in vocational teacher education are carried out in colleges and universities, through a cooperative plan involving State departments of education, subject-matter instructors, professional education staff, and the teacher educator(s) who serves as coordinator and takes initiative in planning and improving programs. Teacher educators usually have met certification requirements for teaching in their vocational field; have experience in teaching in adult and/or secondary programs; and have a master's degree which includes some advanced work in professional education. Many well-established programs inIclude at least one teacher educator who has a doctor's degree. The number of teacher educators holding the doctor's degree has increased significantly since 1955, and it is now the expectation of many institutions of higher education that teacher educators have attained or will attain the doctorate, usually in education.

A majority of the teacher-education programs in colleges and universities are undergraduate. In recent years, however, graduate programs have been established which provide teachers for postsecondary programs in technical institutes and junior colleges.

CURRICULAR PATTERNS

The curricular patterns for teacher-education programs are essentially similar. Included are the following:

1. General or liberal arts education. The prospective teacher is expected to have the same general education preparation as other students who are pursuing a program of professional preparation for teaching. This comprises 30 to 50 percent of the total program.

2. Technical or subject-matter courses.-Prospective teachers are provided with the knowledge and skills they will use in teaching. These courses are usually taught in such colleges (divisions or departments) as agriculture, business administration, engineering, and home economics.

3. Professional education. This constitutes 10 to 20 percent of the total program and includes foundations of American education, educational psychology, special methods, and a period of student teaching. Student teaching is usually carried out in public schools under the direction of a master teacher in the vocational area in which the student is preparing.

In addition, a number of institutions expect the prospective teacher to demonstrate occupational competency through course work and/or to have had related work experience.

The actual number of course hours varies according to the requirements of the individual departments, the institution, and State certification requirements (general as well as vocational). Regional accrediting associations may also have an influence on the specific number of hours for a given subject or area of concentration.

On a national basis, the certification requirements for vocational teachers are reasonably consistent. The greatest consistency is noted in the requirements for secondary school teachers and teacher-coordinators. Requirements for serving as an adult teacher, or teacher at the postsecondary level, show the greatest variation among the States. Preparation as vocational teachers for secondary schools is in some instances considered basic for mobility to other vocational teaching positions. The full-time adult teacher may receive additional work in adult education. The postsecondary teacher may take additional technical course work and advanced work in teaching. Supervisory positions are usually filled by teachers who have shown success patterns and leadership potential. Courses designed specifically for part-time teachers operate in some of the States. The more successful courses, as in the case of those for full-time teachers, appear to be under the direct supervision of teacher educators.