A Delphi study to update CTE teacher competencies

Abstract

Purpose

The purpose of this project was to create a contemporary taxonomy of Career and Technical Education (CTE) teacher competencies in order to evaluate and improve CTE teacher education.

Design/methodology/approach

This study utilized a modified Delphi technique with a large sample of CTE experts – teachers, administrators, and teacher‐educators in the state of Michigan, USA to identify the competencies and their relative importance.

Findings

As a result, new competencies were added and a number of old competencies were deleted or changed. The product of this research is a matrix of 144 competencies in 13 categories, which also shows the level of importance and degree of consensus for each competency.

Research limitations/implications

The state plans to use the new competencies for a variety of purposes, however caution is advised for making conclusions and generalizations from the study for other applications.

Practical implications

Using the matrix as its infrastructure, CTE teacher‐education institutions can assess their curricula to determine where the competencies are addressed, and use it in the form of a follow‐up survey with recent graduates. CTE administrators might utilize the competencies for internal evaluation of new teachers and as a needs assessment for professional development.

Originality/value

Any effort to improve CTE teaching and teacher‐education, by researchers or policy‐makers, should begin with a consensus on the competencies required for successful teaching and learning.

Citation

Adam Manley, R. and Zinser, R. (2012), "A Delphi study to update CTE teacher competencies", Education + Training, Vol. 54 No. 6, pp. 488-503. https://doi.org/10.1108/00400911211254271