Perceptions of Academic Core Teachers and Career and Technical Educators on a Career and Technical Campus
The purpose of this study was to explore academic core teachers and Career and Technical educators’ perceptions of integrating the Colorado Academic Standards (CAS) into Career and Technical curriculums. This study was guided by the theories of Dewey (1897) and Tyler (1949), which are founded in the...
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| Format: | Article |
| Language: | English |
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Colorado Technical University
2025-03-01
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| Series: | The Pinnacle |
| Subjects: | |
| Online Access: | https://careered.libguides.com/ctu/journal/thepinnacle/v3n1PattersonPerceptions |
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| Summary: | The purpose of this study was to explore academic core teachers and Career and Technical educators’ perceptions of integrating the Colorado Academic Standards (CAS) into Career and Technical curriculums. This study was guided by the theories of Dewey (1897) and Tyler (1949), which are founded in the cognitive and developmental ideologies of hands-on, real world learning experiences. This study was created to address a gap in literature within Career and Technical education and perceptions of integrated curriculum models, examining how academic core teachers and Career and Technical educators perceived instructional supports and expectations, professional development opportunities, integrated co-planning and co-teaching, and creating integrated curriculums. The study revealed that the campus’ faculty of academic core teachers and Career and Technical educators perceived that instructional supports and expectations were challenging, but their perception of co-planning and co-teaching with a faculty member of a different discipline was mostly positive. However, the campus’ faculty perceived that if combined, the components of each educational realm have the potential to make a positive impact on student achievement and real-world experience. The participants completed a Qualtrics survey and participated in an interview with the researcher. Observational field notes also were recorded during the study by the researcher. The Qualtrics survey, interviews, and member checking notes were coded manually. The results of the study indicated the need for more professional development and support in the areas of co-planning and co-teaching with integrated curriculums. The results also indicated the Career and Technical educators’ support for academic core teachers on the campus. Finally, the study revealed several themes: professional development, time management, positive experiences with co-teaching, and challenges with differing teaching styles. These findings align with more recent research, which suggests that cross-disciplinary collaboration and structured professional development are essential for effective curriculum integration. |
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| ISSN: | 2994-7502 |