A Content Analysis
Coursework for the Effective Preparation of Business Education Teachers
Keywords:
Business education, Teacher education preparation, Business education courseworkAbstract
Problem: The distribution of coursework required in undergraduate business teacher education programs had not been recently documented, and teacher preparation coursework may have an impact on the student achievement of program completers.
Research Questions: What are undergraduate business teacher education degree program credit hour requirements for expertise in business subject matter? What are undergraduate business teacher education degree program credit hour requirements for expertise in the context for teaching business subject matter? What are undergraduate business teacher education degree program credit hour requirements for expertise in instructional strategies for teaching business? What was the influence of selected institutional characteristics on required coursework in undergraduate business teacher education degree programs?
Research Method: A qualitative content analysis technique was used to categorize data into three overarching categories and several sub-categories.
Data Collection Procedures and Analysis: Data were collected from a random sample of business teacher education programs and then analyzed to describe programs and measure the influence of selected institutional characteristics on required coursework.
Findings: On average, business teacher education programs required 128.79 semester credit hours of coursework, 35.38% in subject matter, 47.63% in contextual knowledge, and 16.80% in instructional strategy. Organizing units, program affiliation, and university type resulted in significant statistical interactions.
Conclusions/Recommendations: Required coursework is largely misaligned with the recommendations of the National Association for Business Teacher Education; as a result, additional research should be conducted to determine the impact of required coursework on the achievement of program completers. In the interim, it is recommended that business teacher educators review their program coursework to determine the extent to which it aligns with the recommendations of the National Association for Business Teacher Education.
Downloads
References
About The Praxis Series Tests. (2014). Retrieved from https://www.ets.org/praxis/about?WT.ac=praxishome_about_121126
Anderson, M. (2013). The business education curriculum in the education system. In B. C. McEwen (Ed.), National Business Education Association Yearbook: No. 51. Effective methods of teaching business education (pp. 24-42). Reston, VA: National Business Education Association.
Bartlett, J. E., Kotrlik, J. W., & Higgins, C. C. (2001). Organizational research: Determining appropriate sample size in survey research. Information Technology, Learning, and Performance Journal, 19(1), 43-50.
Brown, H., & Finnell, A. (2013). Information technology. In B. C. McEwen (Ed.), National Business Education Association Yearbook: No. 51. Effective methods of teaching business education (pp. 122-136). Reston, VA: National Business Education Association.
Burrus, J., Jackson, T., Xi, W., & Steinberg, J. (2013). Identifying the most important 21st century workforce competencies: An analysis of the Occupational Information Network (O*Net). Retrieved from Educational Testing Services website: http://www.ets.org/Media/Research/pdf/RR-13-21.pdf
Council for the Accreditation of Educator Preparation (CAEP). (2013). CAEP Commission recommendations to the CAEP board of directors. Retrieved from http://caepnet.org/caep-accreditation-standards/
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. Los Angeles, CA: Sage.
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
Draper, R. J. (2008). Redefining content-area literacy teacher education: Finding my voice through collaboration. Harvard Educational Review, 78(1), 60-83.
Fisher, D., & Hagler, B. (2012). Business teacher education: Preparation and certification. In W. L. Stitt-Gohdes (Ed.), National Business Education Association Yearbook: No. 50. Trends and issues in business education (pp. 205-217). Reston, VA: National Business Education Association.
Fletcher, E. (2015). Instructional strategy preferences in the career and technical education classroom. Journal of Research in Business Education, 56(1), 32-56.
Goldhaber, D. D., & Brewer, D. J., (1996). Evaluating the effect of teacher degree level on educational performance. Developments in School Finance, 197-210.
Grossman, P., Schoenfeld, A., & Lee, C. (2005). Teaching subject matter. In L. Darling-Hammond & J. Branford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 201-231). San Francisco, CA: John Wiley & Sons, Inc.
Han, I., Eom, M., & Sug Shin, W. (2013). Multimedia case-based learning to enhance pre-service teachers’ knowledge integration for teaching with technologies. Teaching and Teacher Education, 34(8), 122-129.
Heath, S. M. (2011). Educator effect on student achievement on Georgia high school economics end-of-course test (Doctoral dissertation). Retrieved from https://getd.libs.uga.edu/pdfs/heath_sarah_m_201105_phd.pdf
Horowitz, D., Darling-Hammond, L., & Bransford, J. (2005). Educating teachers for developmentally appropriate practice. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 88-125). San Francisco, CA: Jossey-Bass.
Kayne, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Identifying effective classroom practices using student achievement data. The Journal of Human Resources, 46(3), 587-613.
Krippendorf, K. (2012). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage.
Loibl, C., & Fisher, P. J. (2013). Academic discipline and personal finance instruction in high school. Journal of Financial Counseling and Planning. 24(1), 15-33.
Monk, D. H. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13(2), 125-145.
National Association for Business Teacher Education. (2010). Business teacher education curriculum guide and program standards. Reston, VA: National Business Education Association.
National Council of Teachers of Mathematics (NCTM). (2014). Standards and focal points. Retrieved April 3, 2014, from http://www.nctm.org/standards/default.aspx?id=58
Orlich, R. D., Harder, R. J., Callahan, R. C., Trevisan, M.S., Brown, A. H., & Miller, D. R. (2013). Teaching strategies: A guide to effective instruction. Belmont, CA: Cengage.
Polkinghorne, F. W. (2014). Critical professional development: An analysis of the needs of Midwestern business educators. Business Teacher Education Journal, 40(1), 23-29.
Polkinghorne, F. W., & Bailey, G. (2011). National directory of business teacher education programs. Unpublished manuscript.
Schmidt, J., Finch, C. R., & Oliver, J. D. (1994). Business education teachers: An analysis of their undergraduate programs. NABTE Review, 21(1), 16-19.
Stanford Center for Assessment, Learning and Equity (SCALE). (2012). edTPA Business education assessment handbook. Stanford, CA: Pearson.
Stitt-Gohdes, W. L. (2012). The business education profession: Principles and practices. Little Rock, AR: Delta Pi Epsilon.
United States Census Bureau. (2000). United States Census 2000. Retrieved from https://www.census.gov/main/www/cen2000.html
Wang, V. C., & King, K. P. (2008). Building workforce competencies in career and technical education. Charlotte, NC: Information Age Publishing.
Wenglinksky, H. (2002). How school matters: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, (10)12. Retrieved from http://epaa.asu.edu/ojs/article/view/291/417
