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What is CTE?: Practitioners Struggle to Define Their Field in the United States

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  • Edward C. Fletcher

    (University of South Florida, Tampa, FL, USA)

  • Johanna L. Lasonen

    (University of South Florida, Tampa, FL, USA)

  • Victor M. Hernandez-Gantes

    (University of South Florida, Tampa, FL, USA)

Abstract

The purpose of this phenomenological study was to capture the perspectives of 13 masters’ students, who are also practitioners in Career and Technical Education (CTE), regarding how they conceive of the field. A few recurring themes emerged: (a) transitional identity as the field tries to distance itself from the stigma of vocational education; (b) purpose of CTE reflecting the tension between narrow and broad preparation for work; and (c) perspectives on new directions in the field viewing CTE as an integral component of education for all students aligned with calls for more rigorous integration of academic and CTE. Curricular recommendations for CTE graduate programs are articulated, including implications to develop coherent and shared consensus regarding the purpose and mission of the field to provide programmatic direction and vision.

Suggested Citation

  • Edward C. Fletcher & Johanna L. Lasonen & Victor M. Hernandez-Gantes, 2013. "What is CTE?: Practitioners Struggle to Define Their Field in the United States," International Journal of Adult Vocational Education and Technology (IJAVET), IGI Global, vol. 4(1), pages 16-30, January.
    • Handle: RePEc:igg:javet0:v:4:y:2013:i:1:p:16-30
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