RUNNING HEADER: BUSINESS TEACHER EDUCATION PROGRAMS: CHANGING TIMES?
BUSINESS TEACHER EDUCATION PROGRAMS:
CHANGING TIMES?
KRISTEN BLACKWELL
UNIVERSITY OF REGINA
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CHANGING TIMES?
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BUSINESS TEACHER EDUCATION PROGRAMS: CHANGING TIMES?
A great deal of research has been done exploring the recent decline of business
teacher education programs. There are several theories surrounding the cause of this
trend, two of which will be discussed in the following pages. First, is this decline due to
the ability of educators in other content areas to teach the traditional business subjects?
Second, is the whole definition of “business teacher education programs” evolving to
include new training options for business educators?
Should Business Education Be Taught By Other Content Areas?
Several factors go into consideration of this question. In a Delphi study
performed by Judith Lambrecht, of those surveyed, six out of ten strongly agreed to the
statement: “At the high school level business education should be seen primarily as a
general education area for all students”. This recognizes a need for business education
for all students. Maybe the question should be: Can all teachers effectively teach all
subjects? Can a physical education teacher effectively teach industrial arts? Can a
business education teacher effectively teach music? Is that the best use of their skill
set? Some believe that if we let general educators replace business educators and
teach business education within the regular curriculum, that both content areas would
be short-changed. (Kesten and Lambrecht, 2010) There are more factors at play here.
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Part of the problem is that business education has curriculum working against it.
The United States has passed the No Child Left Behind Act which has such a large
academic focus it has left little room for elective courses. (Great Schools Staff, 2009)
Another factor is that even though business teacher education programs are declining
there is still an increasing need for certified business educators due to factors such as
retirement, general attrition, and less business subjects being offered. (Anderson and
LaBonty, 2007) Unfortunately it may leave no other option but for general educators to
provide whatever business content they can in their classes. Public perception also
plays a role in this argument by suggesting students should focus on traditional
academic subjects in high school because they can get specialized business training
when they enter post-secondary education. (Rader and Meggison, 2007) If students
are not encouraged to take elective courses, where does the content of those courses
end up? Finally, though general educators may be able to provide relevance to
business education within the scope of other subject areas, they don’t possess the
specialized training to give it more than a cursory glance. (Kesten and Lambrecht,
2010)
The Evolution of Business Teacher Education Programs
Research suggests that the decline of business teacher education programs
cannot be completely attributed to general educators teaching business subjects. Other
causes must be explored. Kaliski asked some critical questions regarding the future of
business education. Respondents proposed that we will see business education woven
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through all levels of education. Instruction will be provided in a very “hands on” or “real
world” approach through the use of internships and on-the-job training. Respondents
also mentioned that business education teachers would actually have business
backgrounds and experience. It has been reported that business educators will begin to
expand beyond the walls of typical K – 12 schools to include a presence in adult
education, continuing education, or for-profit institutions. (Kaliski and Bronner, 2007) If
the need for business education is moving beyond K – 12 schools it makes sense that
the training of business educators might also shift beyond the traditional business
teacher education programs we have seen until now.
In the US, each state has authority to approve teaching certification or licensure.
This means the control of teacher quality resides at the state level. As a result, we have
seen an increase in alternative certification in the US over the past 25 years. Online
instruction has also been used more often to enhance traditional classrooms. One
other way we see training for business education instructors changing is through the
business education professional associations. More associations are beginning to offer
opportunities for teachers to enhance or expand their skills in order to reach new
markets in areas like adult education and continuing education. (Anderson and LaBonty,
2007)
Immediate Implications
What does all this change mean for the field of business education? Some
advice may be to keep fighting for a presence for business education in our high
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schools. In a study performed by Kesten and Lambrecht, the vast majority of those
surveyed either agreed or strongly agreed that it should be necessary for business
education curricula to require external examinations or certifications. This coupled with
a push to make many business education subjects mandatory requirements for all
students would provide a certain amount of validation for the importance of specialized
training in the field. It would also negate the impression that business education is
comprised primarily of “soft skills”, such as communication and problem solving that
could be taught in any myriad of subjects. (Kesten and Lambrecht, 2010)
This evolving transformation of the business education profession needs to
encompass the uncertainty brought about by such a change in learners, social context,
and business education. Recognition needs to be given to the tremendous
opportunities such an inherently transdisciplinary subject area allows educators.
(National Business Educators Association, 2008) Business educators should use this
time to make our programs shine by pooling resources with other teachers to create
new and exciting learning opportunities for our students. Promotion strategies should
target both teachers and students. Seeking opportunities to team teach or develop an
interdisciplinary course integrating business education with other subject areas,
provides opportunities to solidify the subject as a relevant and specialized field of
education rather than become absorbed by other content areas while at the same time
encouraging enhanced student outcomes, retention, and achievement. (Bronner and
Kaliski, 2007)
The environment of teaching business education is evolving to encompass the
global, virtual, and connected world. (National Business Educators Association, 2008)
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Business teacher education programs must also evolve to facilitate this change while
still maintaining their presence in the high school curriculum.
Bibliography
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Delta Pi Epsilon Journal, 2007: 38-42.
Bronner, Michael, and Burton S. Kaliski. "An Action Agenda For Business Education."
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Bronner, Michael, and Burton S. Kaliski. "New Opportunities--Implications and
Recommendations for Business Education's Role in Non-Traditional and
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Questions." Delta Pi Epsilon, 2007: 9-14.
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Field." Delta Pi Epsilon, 2007: 15-25.
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http://www.nbea.org/newsite/curriculum/standards/index.html (accessed October
24, 2011).
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