University of Alberta Preparation of Alberta Postsecondary Vocational Instructors Ralph David Walker 0 A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfiilment of the requirements for the degree of Master of Education in Educational Administration and Leadership Department of Educational Policy Studies Edmonton, Alberta Fall, 2000 National Library Bibliothèque nationale du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Weliington Street 395. rue Wellington Ottawa ON KIA ON4 Ottawa ON KiA ON4 Canada Canada Your Na Votre réYnnc0 Our 6k Ncae refdrence The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, ban, distribute or sell reproduireyprêter, distribuer ou copies of this thesis in microfonn, vendre des copies de cette thèse sous paper or electronic formats. La forme de microfiche/film, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fkom it Ni la îhèse ni des extraits substantieIs may be printed or othewise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. ABSTRACT The goal of this qualitative inquiry was to examine teacher preparation frorn the perspectives of instructors and government officiais actively engaged in postsecondary vocational education in Alberta. A semi-structured interview rnethod was used to address the research question. The respondent group consisted of five postsecondary vocational instructors and three of5cials from Alberta Learning knowledgeable about postsecondary vocational instruction. Data were analyzed deductively and inductively. The findings from this study showed that a person's occupational background served as the pivotal reason for being hired as a postsecondary vocational instructor in Alberta. Participants believed that specialized occupational knowledge provided the foundation from which postsecondary vocational instructors learned to become teachers. The findings are consistent with and supported by the literature on the preparation of postsecondary vocational instructors in North America, A number of conclusions and recommendations based on the findings are also presented. This thesis is dedicated with love to Camille, Matthew, and Chelsea and My Father and Mother David and Kathleen Acknowledgrnents The completion of this thesis required the assistance and support of many people. First, many heartfelt thanks goes to my supervisor, Dr. Mike Andrews, and CO-supervisor,Dr- Joe da Costa, for their guidance and advice. 1 also wish to thank Dr. David Sande, the third mernber on my examination cornmittee, for his criticat analysis of my worù which served to make it better. To the participants of this study, thank you for welcoming me into your places of work and sharing your thoughts and feelings. Finally, rny sincerest appreciation to my wife Camille and children Matthew and Chelsea for their ongoing encouragement, love, and support. Table of Contents Chapter Pacle 1- INTRODUCTIONTOTHESTUDY ............................. -1 Background .............................................. 1 Purpose of the Study ..................................... -1 Assumptions .............................................2 Researcher's Beliefs ...................................... -3 Delimitations ............................................ 3 Limitations ............................................... 3 Significance of the Study .................................. -4 Organization of Thesis .................................... -5 2- REVIEW OF THE LITERATURE ............................... 6 Contextual Background ................................... -6 Postsecondary Vocational Education in the Year 2000 ............ 7 Teacher Preparation in Alberta and Canada ................... -8 Vocational Teacher Preparation in the United States ............ -10 Vocational lnstructors and the New Economy .................. 11 Vocational Teacher Training and Certification .................. 13 Professional Development and Lifelong Learning ............... 16 Summary .............................................. 17 3- RESEARCH DESIGN AND METH'OD .......................... 18 Research Design ......................................... 18 Chapter Paqe 3 . (Cont.) RespondentGroup ...................................... 19 Ethical Considerations ................................... -20 Pibt Study ......... .. .................................. 20 Data Collection Techniques ............................... -20 Data Analysis Techniques ................................ -21 Trustworthiness ........................................ -23 Summary ............................................. 24 4 . THE FINDINGS .......................................... -25 Demographics of Postsecondary Vocational lnstructors ......... -26 Demographics of Alberta Learning Officiais ................... 27 Vocational Instructor Participants - Thumbnail Sketches .......... 28 Vocational Instructor 1 ........................... -28 Vocational lnstructor 2 ............................ 29 Vocational lnstructor 3 ........................... -29 VocationaI lnstructor 4 ........................... -29 Vocational Instructor 5 ........................... -30 Alberta Learning Participants .Thumbnail Sketches ............ 30 Alberta Learning OffÏciaf 1 ......................... 31 Alberta Learning Officia1 2 ......................... 31 Alberta Learning OfTicial 3 ........................ -32 Setting for the Data Collection ............................. -32 Chapter Page 4 . (Cont.) Thernes Emerging Through the Participant's Voices ............ -33 Theme One - Specialized Occupational Knowledge ............ -34 Theme Two - Personal and Interpersonal Managements Skills .... 38 Theme Three .Preservice Teacher Training ................. -41 Theme Four .Lifelong Learning ........................... -44 Setting a Learning Example ....................... -48 Summary .............................................. 48 5- SUMMARY, DISCUSSION. CONCLUSIONS. AND RECOMMENDATIONS .................................. -49 Overview of the Study .................................... 49 Purpose of the Study .................................... 50 Participants ............................................ 50 ResearchMethod ....................................... 52 Sumrnary and Discussion of Findings ....................... -53 Specialized Occupational Knowledge ............... -54 Personal and Interpersonal Management Skills ........ 55 Preservice Teacher Training ...................... -57 Lifelong Learning ............................... -58 Conclusions ............................................ 59 Specialized Occupational Skills ..................... 60 Chapter Paqe 5 . (Cont.) Persona1 and Interpersonal Management Skills ........ -60 Pre-service Teacher Training ......................-60 Setting a Learning Exarnple ....................... -60 Perceptions about Teacher Training ................ -61 Vocation over Teaching .......................... -61 Recornrnendations for Practice ............................ -62 Recommendations for Future Study ........................ -64 [mplications ............................................ 65 Personal Reflections ..................................... -65 REFERENCES ............................................ -67 APPENDIX A: Consent Form for Participants .................... -71 APPENDIX B: Sampie Interview Schedule - Instructors ............ 72 APPENDiX C: Sample Interview Schedule -Alberta Learning ....... 73 List of Tables Table Pa~e 4-1 Postsecondary Vocational Instructors in the Study . 26 4-2 Alberta Leaming Officiais in the Study . 27 CHAPTER ONE Preparation of Alberta Postsecondary Vocational lnstructors Backaround Of recent interest in the field of vocational education is the impact of Government of Alberta policies, which, in combination with the province's educated workforce and natural resources, are known as the Alberta Advantage (Goodman, 1996, p.3). Over the past ten years. the Government has led the drive to diversify the economy by stirnulating businesses to bring value-added production, high technology and knowledge-intensive services to the Province (p. 4). This shift in econornic emphasis from a natural resource-based economy toward a knowledge-based economy has a direct impact on postsecondary vocational instructors, who are faced with the daunting challenge of preparing students for work in this new era. Purpose of the Study The purpose of this study was to examine, through qualitative inquiry, perceptions that postsecondary vocational instructors and Alberta Learning have toward teacher preparation. Traditionally, postsecondary vocational instructors in this province have been hired directly from business and industry to teach in postsecondary institutions. The Province does not require these instructors to obtain further teacher training and certification once they have commenced teaching (Colleges Act, 1998; Technical Institutes Act. 1996). There is concern in the postsecondary system about the quality of education currently delivered in postsecondary vocational institutions (Alberta Advanced Education and Career Developrnent, 1996, p. 2). Therefore,