The following conclusions are offered based on the collective evidence provided in this paper. The reader is reminded again of the many caveats provided about the lack of a collective theoretical framework and the quality and consistency of research design underlying the various studies reviewed. In some states there are subject areas identified with vocational education where paid occupational experience isn't prerequisite to teacher certification or employment. Even in these states and in these subjects, preference in employment is given to those with paid occupational experience. The belief that occupational experience is prerequisite to teaching an occupational specialty is heavily grounded in vocational education history and philosophy.
Some occupational experience is helpful - especially to novice teachers.
It gives them a context and confidence in which to teach their occupational specialty. Extensive occupational experience has no effect on teaching effectiveness in contemporary vocational education programs. Better educated teachers produce better educated workers for our nation's workplaces. As a corollary, better educated vocational education teachers and effective programs enrich the post-graduation earnings and workplace performance of graduates. The collective findings from research on beginning vocational education teachers and the process used by public schools to induct them into the profession are dismal.