Attributes affecting the acceptance and integration of best practices in secondary Professional-Technical Education (PTE): A mixed-methods study

This mixed-methods study examined which attributes Professional-Technical Education (PTE) teachers desire to see in the best practices presented to them. The study used data from two separate pilot studies to create a survey administered during the June, 2009 PTE summer conference; which was returned by 229 responders; and in addition used to create the interview guide for the nine in-depth interviews that followed the survey.;The surveys confirmed what the literature review and pilot studies had already shown, that PTE teachers want best practices presented to them with attributes of: (1) hands-on delivery, (2) with examples of success, and (3) by experienced presenters, among other things. The "what" of which attributes was fairly well established.;The "why" of these particular attributes came from the interviews, as teachers described their busy lives with multiple subjects being taught, exemplified by the statement: "Don't waste my time"; and professed to being hands-on learners themselves. This study discovered that the attributes of "being a PTE teacher" have as much to do with what makes a successful presentation of best practices as any other factors might have. Three attributes: relevance, feasibility, and inclusiveness; were classified as "gateway" attributes. Without them, PTE teachers may not even consider the best practice.;In the end, this study revealed attributes of the best practices and the PTE teachers that can influence acceptance of the best practice. Instructional leaders and presenters interested in having best practices incorporated should plan to include the identified attributes in future presentations.