Abstract:
This paper relates to the role that is played by teacher-training institutions and the role that is played by the faculty members in these institutions who are responsible for developing educational philosophies in their teachers-to-be. It most particularly relates to the philosophy of career education: the tenets of which have now evolved to a considerable extent in several parts of the country. There are at least six basic beliefs that must be assumed in order to set the parameter within which the posture of this presentation is framed. They are:
Federal and State legislation has had, and is having a large influence on the development of formal education in this country.
A "work ethic" is still a part of our society;albeit possibly changed in nature from what it has traditionally been thought to be.
Career choice, in young people, is an ongoing process of interrelated decisions, spanning a period of 10 or 15 years.
The concept of career education is valid, and in no way denies a student a full range of options to pursue whatever "next step" is most suitable for him.
Agricultural colleges, by virtue of their heritage and the broad range of agricultural-type occupations available, are in a commanding position to take the leadership in teacher-training.
Unless there is a significant improvement in the quality of teacher-student contact at the junior and senior high school levels, the career education philosophy is doomed to ultimate failure.
Keywords:
educational philosophies, career education
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