Foreword___ What is the instructing process.... What are instructional "Tools". Possibilities as to cost and control. Se tion II. Types of instructor training. Section III. Illustrations of instructor-training courses. Value of the pyramiding scheme_ The continuous instructor-training course. Example of a continuous instructor-training course_ The discontinuous intensive training course_ The disadvantages of the shorter course are that_ The discontinuous intensive training course and professional The long-term training course. Section IV. Comparative discussion of typical courses. The object of instructor-training courses_ Instructor training vs. trade training_ Instructor training vs. general education....... The standards of preemployment and professional employment Organization to reach the desired groups__ General continuation instructor-training courses. Types of instructor training courses vs. efficiency standards_ Foremen instructor-training courses__ The training of foremen as instructors vs. instructor training_ The foremen's instructional job__‒‒‒ Characteristics of the foreman instructor-training course. A suggested foreman instructor-training course.. Chart 1. Organizing plans for instruction_. Chart 2. Supervising instruction___. FOREWORD. The manuscript for this bulletin was prepared by Mr. Charles R. Allen, special agent for industrial education, under the direction of Mr. J. C. Wright, chief, industrial education service. Mr. Allen has had a large experience in organizing and conducting foremen's conferences and in training instructors for trade and industrial classes. This bulletin is one of a series of three on foremanship and instructor training to be published in the following bulletins: Bulletin No. 60. Foremanship Courses vs. Instructor-Training Courses-A discussion of the distinction between foremanship courses and instructor-training courses. Bulletin No. 61. Improving foremanship, or Trade Extension Courses for Foremen. Bulletin No. 62. Instructor Training Courses, or Courses for Trade Teachers and for Foremen Having Instructional Responsibilities. Foremanship and instructor-training courses have been developed largely as individual experiments. While the experimental stage is not yet passed, it is believed that valuable experiences should be made available to all, and that certain general principles should be set up with regard to the objectives to be attained in such training. The manuscripts of this bulletin were read at a conference in Chicago, and the contents were revised in accordance with the reaction of those present. At this conference were: Cleo Murtland, Associate Professor of Industrial Education, University of Michigan. A. S. Hurrell, Director of Vocational Teacher Training, University of Pittsburgh. S. M. Ransopher, Director of Industrial Education, University of Texas. G. A. McGarvey, State Supervisor of Industrial Education, Min nesota. J. C. Wright, Chief, Industrial Education Service, Federal Board. C. F. Klinefelter, Federal Agent for Industrial Education, Federal Board. Frank Cushman, Federal Agent for Industrial Education, Federal Board. L. S. Hawkins, Assistant Director, Vocational Education, Federal Board. Acknowledgment is also made to Ira S. Griffith, University of Wisconsin, and to D. J. MacDonald, of the University of Cincinnati, for valuable suggestions and criticism. LAYTON S. HAWKINS, Assistant Director, Vocational Education. INSTRUCTOR TRAINING COURSES FOR TRADE TEACHERS AND FOR FOREMEN HAVING AN INSTRUCTIONAL RESPONSIBILITY. SECTION I-PRELIMINARY. Bulletin No. 60, Trade and Industrial Series No. 15, points out and discusses the fundamental differences between instructor-training courses and foremanship courses and sets up the principles that should guide State boards for vocational education in classifying training courses given to foremen as (1) foreman trade extension courses or, (2) foreman instructor-training courses. This bulletin sets forth in condensed form information intended to be of service to State officers or to managers of industrial plants who may be interested in the initiation, operation, or development of courses of instruction the purpose of which is to 1. Prepare foremen to discharge more effectively their instructional responsibilities. 2. To prepare actual or prospective instructors in industrial plants as well as in trade and industrial schools. For convenience the following definitions are reproduced from Bulletin No. 60. What is an instructor?—It is clearly recognized that others than instructors have instructional responsibilities, but the term "instructor," as ordinarily used, is applied to those whose major responsibility is that of instruction. However, it makes no difference whether an individual is designated as an instructor, a teacher, or a foreman, if it appears that, as a part of his job, he has to impart to others any knowledge or direct them in the development of skill, he may be trained to discharge these responsibilities more effectively, and such training may be classified as instructor-training. In many instances an executive or supervisor has, to a greater or less extent, an instructional responsibility, and to whatever extent he has that responsibility he has what may be termed an instructing job. It will be noted that this instructional function is entirely apart from the conditions under which the instruction is carried on. The individual in question may be unconscious of the fact that he is giving instruction. It is quite independent of the particular place where the instruction is carried on, whether in an office, a school, a shop, a conference room, or even through incidental contact. It is entirely |