Pre-vocational education in Jordan : implications for teacher preparation and in-service training

This study proposes a rational basis for pre-vocational. education (PVE) teacher
preparation and training in Jordan based on a thorough assessment of the teacher's
role and responsibilities. Qualitative and quantitative data collection methods were
employed. These included semi-structured interviews with members of the Jordanian
National Teams for PVE Curriculum Development and for Supervision on PVE
Curriculum Development, as well as with PVE supervisors in Jordan. Selfcompletion
questionnaires were also administered to a sample of PVE teachers and
educational supervisors. Asserting that design and implementation of a successful
training programme should be founded on the job activities and competencies
required, this study presents a job description for the PVE teacher, analyses the
activities involved, and identifies the associated competencies. The study proceeds to
scrutinise the components of WE teacher preparation, analyses the current delivery
of PVE in Jordan, identifies some deficiencies, and considers potential corrective
action. The study also discusses the necessity of vocational field experience for the
PVE teacher. Current programmes of PVE teacher preparation are critically
examined, shortcomings are identified, and proposals for improvement are discussed.