The purpose of this paper is to show how a business teacher may be professionally-minded. A careful study will be made of the literature dealing with factors that it is believed contribute to the professionalization of business teachers. Certain factors will be noted, among which are the following: the adequate preparation of teachers who aspire to professionalism of their calling; the benefits to be derived through membership in education associations as well as the criticism directed toward such organizations; professional business education periodicals; outstanding business education books; the practice of, and the need for, carrying on research in the classroom, as well as the need for sharing the findings with others; the relationship of the business teacher to teachers in other areas, the community, other business teachers, and to the accepted standard of morals. / Typescript. / "January, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: J. Frank Dame, Professor Directing Paper. / Includes bibliographical references (leaves 60-62).

Commercial education, or, as it is more recently called, Business education, is becoming increasingly important in Quebec. Some aspects have been taught for many years in the high schools of this province, but for the most part educators have concentrated more on the college-preparatory teaching. [...]

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The purpose of this study was to describe the in-service education needs for developing instructional skills of part-time business faculty. The population included part-time business faculty teaching credit courses at 24 community college campuses in Virginia, North Carolina, South Carolina, Georgia, and Florida during fall 1988. A total of 138 (63.9%) respondents returned a 62-item questionnaire. The average age of the respondents was 44.7 years, and 59.2% had a master's degree or higher. The average number of years of full-time teaching experience was 1.6 years, and the average number of years of part-time teaching experience was 5.5 years. Respondents were classified according to Tuckman's Taxonomy of part-time faculty_ Sufficient numbers of respondents could be placed only in three of the seven classifications for analysis purposes. In-service education needs were analyzed within the three classifications of part-time business faculty for the six categories of instructional skills. Respondents in all three classifications expressed a need for 2 of the 57 instructional skills in the top 10 ranking of statements. When analyzing the differences within the three classifications, one significant F-value of 5.11 with a probability of significance at .0001 resulted for the full-mooners. They had a statistically significant higher need for instructional skills in the Miscellaneous and Students categories but no practically different needs. In addition, significant relationships between characteristics of the respondents and the need for instructional skills in categories were found. First, the lower the level of education, the more the respondents had a need for in-service education for skills in the Planning to Teach category. Second, the lower the age, the more the respondents had a need for in-service education for skills in the Planning to Teach category. Third, the lower the age, the more the respondents had a need for in-service education for skills in the Miscellaneous category. Outcomes from these analyses revealed statistically different but not practically different needs. Those planning in-service education for part-time business faculty should offer activities found among the top 10 ranked instructional skill statements for each classification. In-service education activities should not be based on instructional skill categories or part-time business faculty characteristics of educational level, years of full-time and part-time teaching experience, or age. / Ph. D.

The purpose of this study was to compare selected factors in undergraduate programs in business teacher education in Texas with criteria recommended for business teacher education. The factors selected were: (1) the business teacher education curriculum, (2) professional laboratory experiences of prospective business teachers, and (3) educational preparation, experience, and professional activities of the business education college faculty.

This thesis outlines the growth of curricula in the seven state teachers colleges in Texas from establishment to the 1939 - 1940 school year.