scholarly journals Correction to: Professional Competence of Vocational Teachers: a Conceptual Review

2021 ◽  
Author(s):  
Sofia Antera
Keyword(s):  
Professional Competence ◽  
Vocational Teachers

scholarly journals Peningkatan Kapasitas Teknik Penulisan Jurnal Ilmiah pada Guru Sekolah

2019 ◽  
Vol 5 (3) ◽  
pp. 318
Author(s):  
Faizatul Amalia ◽  
Tri Astoto Kurniawan ◽  
Bayu Rahayudi ◽  
Adam Hendra Brata
Keyword(s):  
Professional Competence ◽  
Scientific Work ◽  
Vocational Teachers ◽  
Research Activity ◽  
National Education ◽  
Professional Educators ◽  
Scientific Papers ◽  
Pedagogical Competence ◽  
Service Activity ◽  
Support Teacher

Teachers as professional educators should have some competencies, such as pedagogical competence, personal competence, social competence, and professional competence. The focus of this workshop is on the professional competence which its definition is the teacher's ability in mastering broad and in-depth subject matter that allows guiding students to meet the competency standards set in the National Education Standards. There are many activities that can support or enhance the professional competence of teachers, such as writing. By writing, teachers have the opportunity to develop themselves in order to become more creative, active, innovative and professional teachers. The module of X applications usage for vocational teachers can be used to support teacher activities in writing scientific papers. This module will be useful to facilitate the writing of citations in a scientific work. Using the Mendeley application in this workshop, make the teacher to be more insightful which support their research activity, also can improve their motivation to know how the important thing of research in their field. Therefore, this service activity want to give the teacher a knowledge of tips and tricks to facilitate journal writing. There are tools that can be used to make citations in the bibliography, such as the reference feature, Endnote, or Mendeley. So that the teacher's writing will be known and it is easier for teacher to convey the results of his research in relevant journals, especially vocational teachers in Malang.

scholarly journals Explicating the Experience of Beginner Vocational Teachers

TEM Journal ◽  
2021 ◽  
pp. 719-723
Author(s):  
Nur Kholifah ◽  
Herminarto Sofyan ◽  
Pardjono Pardjono ◽  
Putu Sudira ◽  
Muhammad Nurtanto
Keyword(s):  
Work Experience ◽  
Professional Competence ◽  
School Administrators ◽  
Descriptive Analysis ◽  
Vocational School ◽  
Vocational Teachers ◽  
Use Of Technology ◽  
Teachers Experiences ◽  
Open Coding ◽  
Axial Coding

The limitations of teachers in vocational schools have been discussed and debated. This situation is contrary to professional teachers and teacher quality. Thus, vocational school administrators have to have standards to become vocational teachers. The experience of novice teachers is constructed to provide several information and input to vocational education providers. Qualitative research with a descriptive analysis approach was carried out. A total of 11 vocational teachers who are beginners in their careers (1-3 years of teaching) were selected to be participants. Open coding and axial coding were used in data analysis. The findings in the study that teachers' experiences are identified in four aspects, namely understanding, activities, problems, and the use of technology in their work. The important finding is that increasing the age of work experience increases social and professional competence and the age of beginner vocational teachers to have better technology closeness.

scholarly journals Continuing Professional Development a Vocational Education Teacher in West Java

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Yadi Mulyadi ◽  
Sumarto Sumarto ◽  
Johar Maknun
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Professional Competence ◽  
Classroom Teacher ◽  
Descriptive Analysis ◽  
Continuing Professional Development ◽  
Continuous Professional Development ◽  
Vocational Teachers ◽  
West Java ◽  
Teacher Professional

Continuous professional development of vocational teachers is a strategic effort to increase the competence of professional vocational teachers in a planned and structured. Professional vocational teachers have mastery of competencies demands a comprehensive multi-dimensional. Competency professional standards based on juridical regulation, which includes professional competence, personal competence, social competence and ped-agogical competence. Multi-professional competence of vocational teachers increasingly complex, because the substance of technological and vocational extremely varied and has very wide dimensions. The dynamics of technological and vocational education has a high acceleration, in line with the development of business and industry. The substance of the subject matter and learning model developed adaptive and portable, so as to synchronize the changes that occur. This paper will identify a comprehensive identity-based teacher professional culture-based model 'Raymond Gagnon'. Teacher professional identity associated with the technical efforts undertaken vocational teachers in West Java in an effort to improve the mastery of basic prerequisite's professional teacher competency standards. Descriptive analysis was conducted to describe the specific technical efforts in improving professional skills had been done, either individually, or in groups of formal institutions. The final result can be seen mapping profile in a structured continuous professional development and conceptual provide strategic impact to the renewal of knowledge and the improvement of teaching practices in the classroom teacher. Implications of the study of the issue of continuing professional development provide a conceptual input to various relevant parties on the professional development of vocational teachers in a more comprehensive, systemic and structured

scholarly journals The Competency of Pedagogic and Professional of Vocational Teachers in Implementing 21st Century Skill-Based Learning

2021 ◽  
Vol 54 (2) ◽  
pp. 244
Author(s):  
Yayan Adrianova Eka Tuah ◽  
Putu Sudira ◽  
Farid Mutohhari ◽  
Wahyu Mustafa Kusuma
Keyword(s):  
21St Century ◽  
Professional Competence ◽  
Descriptive Analysis ◽  
Study Data ◽  
T Test ◽  
Learning System ◽  
Professional Competencies ◽  
Vocational Teachers ◽  
Pedagogical Competence ◽  
Questionnaire Method

The pedagogical and professional competence of vocational teachers is still a fundamental question in the education and learning system. In the 21st century, teachers are required to have high pedagogical and professional competencies. This study aims to analyze the extent of the pedagogical and professional competencies of vocational teachers. This research is a descriptive study using a quantitative approach. A total of 232 vocational teachers became respondents in this study. Data were collected through a questionnaire method with an instrument in the form of a 4 Likert scale questionnaire. The data collected were analyzed using descriptive analysis and inferential t-test which includes one-way ANOVA test and independent-sample t-test. The results showed that the pedagogical competence of vocational teachers was in a low category. Meanwhile, the professional competence of vocational teachers is in the high category, but in some indicators, it is still in the low category. Various retraining is needed to improve the pedagogical competence of vocational teachers; meanwhile, psychological approaches must also be taken to improve the professional competence of vocational teachers.

scholarly journals Vocational Teachers Challenges in Developing Their Professional Competence in Indramayu

2020 ◽  
Vol 8 (2) ◽  
pp. 169
Author(s):  
Indra Yoga Prawiro
Keyword(s):  
Research Design ◽  
Professional Competence ◽  
Structured Interview ◽  
Vocational Schools ◽  
Vocational Teachers ◽  
Specific Knowledge

<p>As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure.</p>

scholarly journals A PROFESSIONAL COMPETENCE FOR TECHNICAL AND VOCATIONAL EDUCATION TRAINING TEACHERS AT TECHNICAL COLLEGES IN NIGER STATE, NIGERIA

2020 ◽  
Vol 6 (1) ◽  
pp. 49-52
Author(s):  
Usman Ndagi Alhassan ◽  
HATIB MUSTA’AMAL AEDE
Keyword(s):  
Vocational Education ◽  
Professional Training ◽  
Professional Competence ◽  
Technical Colleges ◽  
Skills Training ◽  
Vocational Teachers ◽  
Service Training ◽  
Education Training ◽  
Trained Manpower ◽  
Sample Method

A significant amount of concern has been expressed about all the way in which technical vocational Education training (TVET) is taught in Nigeria and particularly in technical collegesin Niger State. This concern stems partly from the fact that the nation cannot grow its human and material resources effectively without sufficient and well-trained manpower at all educationallevels. The study therefore investigates the professional skills training needs of technical vocational teachers in technical colleges in Niger State. The sample method used for the survey.The study population comprised of all technical college teachers in Niger state; the sample included all the sixty (60) technical teachers that made up the population. For data collection,professional training competencies Needs of Technical Vocational Teachers Questionnaire were used. The test-retest method was also used to determine the coefficient of reliability of which0.72 was obtained. The data collected were analyzes using the statistical method Mean and Standard deviation. The findings from this study showed that the teachers of technical colleges inNiger state of Nigeria are not exposed to workshops, seminars, conferences and other means of acquiring basic technical knowledge, skills and attitudes and that innumerable teachers oftechnical colleges are not competent. It was therefore recommended that all technical teacher training institutions function in performance as a matter of necessity and produce anappropriate curriculum which will take on the necessary skills for our new technical teachers in training and those already in the field through in-service training.

scholarly journals Professional Competence of Vocational Teachers: a Conceptual Review

2021 ◽  
Author(s):  
Sofia Antera
Keyword(s):  
Literature Review ◽  
Conceptual Analysis ◽  
Teacher Research ◽  
Professional Competence ◽  
Vocational Teachers ◽  
Analysis Method ◽  
Data Collection Process ◽  
Vocational Teacher ◽  
The One ◽  
The Individual

AbstractIn this article, the variety of interpretations of the concept of professional competence with reference to vocational teachers is reviewed and discussed. Previous vocational teacher research has been found to focus on which professional competencies vocational teacher possess or should demonstrate, with little focus placed on how competence is defined, leaving a gap related to how the professional competence concept is perceived and constructed. Through a conceptual analysis method (CAM), which follows the data collection process of a systematic literature review, the researcher identifies the concept attributes that are commonly shared as well as neighboring concepts associated with professional competence. Findings indicate that only few studies detail solid concept definitions. Furthermore, there is an agreement amongst the researchers on the main attributes of professional competence, including the situated and developmental character of professional competence as well as its relationship with action. In regard to concept use, there are distinct interrelationships between professional competence, professionalism, performance and qualification. Most definitions regard the individual as the reference point and little to no discussion takes place regarding professional competence at a collective level. Because complex concepts like the one under study can lead to confusion, it is suggested that their use should be accompanied by a discussion of their various meanings.

Definition and Assessment of Competences in the Context of the European Diploma in Psychology

2005 ◽  
Vol 10 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Dave Bartram ◽  
Robert A. Roe
Keyword(s):  
Professional Competence ◽  
Professional Psychology ◽  
European Standard ◽  
Course Content ◽  
Training Course ◽  
And Training ◽  
Oriented Approach

Abstract. The European Diploma in Psychology defines a common European standard for the competences required to practice as a psychologist. This paper describes how that standard was developed and defined, and why it was considered important to bring together the traditional input-based specification of professional competence, in terms of curriculum and training course content, with a more outcome-oriented approach that focuses on the competences that a professional psychologist needs to demonstrate in practice. The paper addresses three specific questions. What are the competences that a psychologist should possess? Are these competences the same for all areas of practice within professional psychology? How can these competences be assessed?

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