scholarly journals Multiple-role perspective on assessing teaching ability: reframing TVET teachers’ competency in the information age

2021 ◽  
Vol 14 (1) ◽  
pp. 57-77
Author(s):  
Jun-feng Diao ◽  
Juan Yang
Keyword(s):  
Learning Styles ◽  
Vocational Education ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Information Age ◽  
Multiple Role ◽  
Vocational Teachers ◽  
New Challenges ◽  
Teachers Professional Development

In the information age, technology has changed people's lives as well as working and learning styles. The teaching competency of vocational teachers’ is facing new challenges. Based on the modernization of vocational education, "Internet + Vocational Education", and "reform of teachers, teaching materials and teaching methods", the study intends to enrich the research on vocational teachers’ teaching competency theoretically by establishing the framework, criteria and assessing instrument. In practice, the study aims to provide benchmarks and tools for the diagnosis and assessment of vocational teachers’ teaching competency. Furthermore, the study wishes to provide guidelines for vocational teachers' professional development and improve the quality of the ICT teaching practice.

scholarly journals Development of Vietnamese Vocational Education Teachers to adapt the Industrial Revolution 4.0

2019 ◽  
Vol 2 (4) ◽  
pp. 1-7
Author(s):  
Van Hong Bui ◽  
Do Van Dung
Keyword(s):  
Human Resources ◽  
Vocational Education ◽  
Education System ◽  
Teaching Methods ◽  
Vocational Training ◽  
Industrial Revolution ◽  
Fourth Industrial Revolution ◽  
Key Factor ◽  
Training Quality

Teacher is always a key factor which determines training quality in general and vocational training quality of the Vocational Education System (VES) in particular. In face of strong influences from the fourth industrial revolution (IR 4.0), teacher is getting more important in training of human resources, especially qualification level and capacity to apply technology and innovate teaching methods. Based on the analysis for impacts of the IR 4.0 on VES, requirements for capacity of teachers and the reality on vocational education teachers (VETs) today, this article suggests some solutions to develop VETs to adapt to the IR 4.0 as a basis for development of teachers at vocational education institutions in Vietnam.

scholarly journals Trends in and principles of training vocational teachers

2018 ◽  
Vol 7 (2.13) ◽  
pp. 200 ◽  
Author(s):  
Natalia I. Zyrianova ◽  
Evgeny M. Dorozhkin ◽  
Yekaterina V. Zaitseva ◽  
Ivan S. Korotayer ◽  
Matvey D. Shcherbin
Keyword(s):  
Teacher Training ◽  
Vocational Education ◽  
Vocational Training ◽  
Corporate Training ◽  
Education Quality ◽  
Vocational Teachers ◽  
Domain Specific ◽  
Educational Standard ◽  
Vocational Teacher

The urgency of the problem under consideration here has been necessitated by a need for training more vocational teachers for the system; they are to be specialists in developing and implementing the basic and optional educational programs designed for workshop force and mid-tier specialists; this means preparing the personnel resource for innovation industry. The goal of the paper is to reveal the changes that are necessary to be brought about for improving the quality of training delivered to students of vocational pedagogy and continuing vocational education. The key approach to the study of the problem is the systems activity approach that allows us to employ the systems concepts for building domain-specific schema linked to the investigation of how vocational teacher training is organized today, with regard to the requirements set by Russia's educational standard "Teacher of vocational training and continuing vocational education". Analysis of theory and findings in the literature led us to the conclusion that, considering the particular properties and logic of vocational teacher’s education, as well as reliance on the approaches and concepts under consideration, is what shall cater to the ever increasing demands to it from man, society and state. In view of the analysis' results, we suggest recommendations for improving vocational teacher training that would lead to vocational education/training/continuing education quality enhancement, including training offered in corporate training centers and innovation industries. The materials herein may be of value to educational managers in forming their personnel resource.  

The Quality of Vocational Teachers: Teacher Education, Institutional Roles and Professional Reality

2008 ◽  
Vol 7 (4) ◽  
pp. 535-547 ◽  
Author(s):  
Philipp Grollmann
Keyword(s):  
Teacher Education ◽  
Vocational Education ◽  
Institutional Environment ◽  
Vocational Education And Training ◽  
Teaching Staff ◽  
Vocational Teachers ◽  
Or Practice ◽  
Vocational Teacher ◽  
And Performance

What are quality vocational teachers? This article analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The international variety of vocational teacher education patterns, profiles and recruitment practices is presented. Any assessment of the quality of teachers' work, be it in theory or practice, needs to be considered against the background of the institutional environment in which they practise. Hence, some common trends of institutional change within vocational education are introduced. Most particularly here, the author focuses on the professional reality of vocational teachers as made manifest in the conjoined elements of the knowledge of teachers and professional cultures. In doing so, the author draws on some empirical exemplars. The author shows how closely teacher education and the institutional contexts are entwined in the minds of teachers as well as in professional cultures. Finally, some conclusions are drawn as to what this implies for high-quality vocational teacher education and recruitment.

scholarly journals The Main Problems of Distance Learning in Vocational Education in the Russian Federation

2021 ◽  
Vol 2021 (4) ◽  
pp. 277-286
Author(s):  
Oleg Danilov ◽  
Elena Korchak ◽  
Leonid Ershteyn ◽  
Natalia Yugova
Keyword(s):  
Distance Learning ◽  
Vocational Education ◽  
Teaching Methods ◽  
Internet Access ◽  
Educational Institutions ◽  
Personal Contact ◽  
Teaching Staff ◽  
Organizational Issues ◽  
The Russian Federation

The article deals with various organizational issues of distance learning in vocational education. The authors applied the theory of distance learning to vocational education in Russia. The research featured teachers of more than 40 educational institutions, who mentioned such problems as the lack of equipment, personal computers, software, and Internet access. Most respondents believed that the quality of vocational education deteriorated during distance learning mostly as a result of poor technical support. Another problem is the absence of personal contact between teaching staff and students. The authors analyzed the current situation and propose various means of improvement, e.g. asynchronous teaching methods.

Good Teaching Practice and Quality Indicators for Virtual and Blended Learning

2011 ◽  
Vol 2 (1) ◽  
pp. 37-51
Author(s):  
M. Esther del Moral Pérez ◽  
Lourdes Villalustre Martínez
Keyword(s):  
Blended Learning ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Good Practice ◽  
Learning Design ◽  
Good Teaching ◽  
Spanish Universities ◽  
Good Teaching Practice ◽  
Effective Contribution

The M.A.T.R.I.X (Modalities of Telematic Learning and Inter-university Results that can be Extrapolated to Blended Learning)1 project identified and described the diverse teaching methods and practices applied in a representative sample of virtual and blended learning degree courses taught at different Spanish Universities using the G92 Shared Virtual Campus. The purpose was to extrapolate the experiences considered as “good practice” in the new blended learning contexts and methodologies proposed by the EHEA, using as indicators the quality of the learning design as assessed by experts, the satisfaction level of the students taking the courses, their effective contribution to attaining specific and generic competence in different subjects.

scholarly journals The collaboration between Swiss initial vocational education and training partners: perceptions of apprentices, teachers, and in-company trainers

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Florinda Sauli
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Learning Opportunities ◽  
Vocational Education And Training ◽  
Boundary Crossing ◽  
Vocational Teachers ◽  
Professional Fields ◽  
Training Company ◽  
And Training

AbstractThis study aims to investigate the Swiss initial vocational education and training (IVET) partnership from the perspective of several stakeholders on the ground. Collaboration between stakeholders is essential in dual IVET to connect school- and workplace-based learning and to ensure the quality of the entire system. However, such collaboration can be challenging, given the different epistemic natures of the school and the training company. Apprentices, that regularly cross the boundaries of vocational school and training company, often struggle to connect the learnings that they have acquired from both places. Adopting a boundary crossing perspective, we explore perceptions of IVET partnership in terms of challenges and learning opportunities for the stakeholders on the ground. We realized focus groups with apprentices, vocational teachers, and in-company trainers (N = 64) from several professional fields. The data were analyzed in an inductive and deductive manner, using a thematic analysis. The main results highlight that the participants consider the collaboration between stakeholders to be weak: the links between schools and training companies appear to be scarce and not supported by explicit or formal strategies. Further, the apprentices act as brokers, but they are often not supported in connecting school- and workplace-based learning. These results can provide new insights into how the IVET partnership could be designed.

scholarly journals Efforts to Enhance the TVET Teachers Competencies through Apprenticeship Approach Pattern in Industry

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
I Wayan Ratnata
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Free Trade Area ◽  
Vocational Teachers ◽  
Trade Area ◽  
The World ◽  
Electrical Engineering Education ◽  
Vocational Teacher ◽  
Teaching Learning

Facing ACFTA (ASEAN -  China Free Trade Area) in 2015 (ASEAN 2012), nations in the region must be ready with variety of challenges that will occur. In this paper will be  focusing how to prepare vocational teachers who will teach in vocational education in order to produce skilled graduates are ready for work and  appropriate to the demands of the world of company or industry. Up to now, the existence of vocational teacher education in the region ASEAN-China (RCP:2012) need to be improved, primarily in teaching learning process and need to have enough experience in company or industry. Indonesia is one of the member of the ASEAN’s Countries still experiences difficulty to improve vocational teachers’ education in order to be ready to teach. The most difficult in preparing of vocational teacher education is in terms of their skill. This study was using case study method,  in which data collected through interview in depth to students in Department of Electrical Engineering Education, Faculty of Vocational and Technology Education, Universitas Pendidikan Indonesia. According to the questionnaire done to vocational teachers, students who are doing teaching practice in vocational school, can be concluded that enhancing the quality of vocational teacher education cannot  just be provided through theory and  should also be provided  chance students doing apprenticeship in the world of industry or workplace. In this regard, seemingly it is necessary to have a breakthrough for increasing the students competencies in order fresh graduates are ready for work.

scholarly journals Pandemic, Humanity and Education

2020 ◽  
Author(s):  
Andi Asrifan
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Teaching Style ◽  
Motivational Orientation ◽  
Behavioral Reactions ◽  
Parallel Learning ◽  
Visual Spatial ◽  
Curriculum Creation

Learning is a series of activities designed to enable the learning processto occur in students. The implication is that learning habits must bedesigned, developed, and managed creatively, dynamically by applying amulti-approach to create a conducive atmosphere and learning process forstudents. One way to develop learning is to apply multiple intelligences andinvasion of learning.The level of student achievement is determined by curriculum types. Ifthe student's chosen teaching style does not fit the teaching practice or thelearning environment, the results may be negative behavioral reactions anddiminished student engagement. If the conflicts between learning styles andteaching styles persist, and there is no effort to deal with them, students canexperience physical, mental, and emotional problems. The weak students insome subjects may be due to non-parallel learning styles and teaching styles.This indicates that not all teaching methods are considered successful fromthe viewpoint of teachers' pedagogy compatible with students' expected orfavored teaching. Goodnaugh (2001) found out that the learningenvironment is not likely to weaken students' motivational orientation. Theskill of learners who do not dominate orientation-introduced-intelligenceled to chore-chored learning sessions. Leaving the intelligence orientation isa prerequisite for the development of a learning environment conducive tolearning. In shaping educational missions, curriculum creation, andpedagogy, more than ten nations incorporate the concepts of multipleintelligences. According to Hopper and Hurry (2000), the multipleintelligence approach emphasizes their own discovery and comprehension ofthe students in their learning process.Multiple intelligences are referred to by people who occur in nature asvarious abilities, talents, or skills (Armstrong, 2000). There are eight (8) different kinds of intelligence studied in this study, as outlined by Gardner(1993, 1999): verbal-linguistic, logical-mathematical, visual-spatial, musical,interpersonal, intrapersonal, kinaesthetic, and naturalistic.

scholarly journals The practical application of information technology in marketing

2021 ◽  
Vol 290 ◽  
pp. 02024
Author(s):  
Yanyang Ma
Keyword(s):  
Information Technology ◽  
Economic Development ◽  
Teaching Methods ◽  
Cognitive Abilities ◽  
Teaching Practice ◽  
Practical Application ◽  
Social And Economic Development

Marketing is a discipline closely related to social and economic development. In the teaching practice of marketing, we should scientifically and comprehensively reform the teaching methods of education and actively apply information technology to effectively and effectively improve the overall quality of marketing. And level, to better improve the overall literacy and cognitive abilities of students.

scholarly journals Cultivating Responsibilities of Vocational Teachers: A Framework for Preparing Education to Work

2018 ◽  
Vol 24 (2) ◽  
pp. 295-302
Author(s):  
Didik Nurhadi ◽  
Nyan-Myau Lyau
Keyword(s):  
Developing Countries ◽  
Economic Development ◽  
Vocational Education ◽  
Vocational Teachers ◽  
Global Trends ◽  
Global Workforce ◽  
Manpower Needs ◽  
Teacher’S Responsibilities

Vocational education is responsible for preparing the needs of a global workforce to develop the country's economy. understand the role of vocational education to work properly. The question that arises is how to cultivate their responsibilities for preparing vocational education to work? The solution offered is a framework to prepare vocational education to work. This understanding is bringing education to be able to follow the manpower needs in accordance However, issues of vocational education in developing countries are a lack of link and match between education and industry, lack of relevant skills of graduates with the needs of industry owners, the lack of quality, competencies, and professionalism of vocational teachers. The quality of teachers affects the quality of students' skills so that vocational teachers need to with local and global trends. Furthermore, using a literature review, steps to cultivate teacher's responsibilities were discussed in this paper. Finally, this framework grows teachers' quality in order to support state economic development.

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