Thematische Bibliographien / 330304 Teacher Education: Vocational Education and Training

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  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „330304 Teacher Education: Vocational Education and Training“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 10. Februar 2022

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Zeitschriftenartikel zum Thema "330304 Teacher Education: Vocational Education and Training"

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Huy Thọ, Vương. „Continuing education in vocational teacher training“. Journal of Science, Educational Science 60, Nr. 8D (2015): 138–44. http://dx.doi.org/10.18173/2354-1075.2015-0265.

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Mayen, Patrick. „Teacher Education in Light of a Few Principles, Theories, and Studies on Vocational Training and Adult Education“. Articles 46, Nr. 1 (29.08.2011): 157–70. http://dx.doi.org/10.7202/1005675ar.

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The objective of this article is to critically examine teacher education based on the concepts, principles, and practices of adult education, vocational training, and continuing vocational training. We will discuss a few aspects of teacher education from the perspective of our research and our theoretical frames of reference, touching on the fields of initial and continuing vocational training, as well as adult education, work psychology, and developmental psychology (Pastré, Mayen, & Vergnaud, 2006, Mayen, 2007). We will also draw from a research study on professional work and training in very different sectors: railroad transportation, public works, agriculture, human services, technical-commercial services, guidance, and orientation. This allows us to examine teaching in the light of what we know of other forms of work, and teacher education in the light of what we know of vocational training and adult education.
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Oktavia, Evi. „Vocational Teacher Productivity in Palembang: Education Production Function“. Accounting and Finance, Nr. 4(90) (2020): 112–19. http://dx.doi.org/10.33146/2307-9878-2020-4(90)-112-119.

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In education sector the direct estimates of worker productivity are available for the majority of the workforce. In recent years, educational economists examine productivity returns to work experience among teachers using predicted contributions to increase student test scores as a proxy for productivity. Teacher productivity in the labor economy is measured using the education production function model. An education production function is an application of the economic concept of a production function to the field of education. It relates various inputs affecting a student's learning (schools, families, peers, neighborhoods, etc.) to measured outputs including subsequent labor market success, college attendance, graduation rates, and, most frequently, standardized test scores. This study was aimed to determine the effect of wages, level of education and training toward honorary teachers’ productivity in Palembang. The data used in this study were primary data in the form of questionnaires which were asked directly to the respondents with a total number of 310 respondents from 28 private vocational schools in Palembang. Survey was used as the data collection method with proportional random sampling withdrawal. Data analysis method used in this study was multiple regression with OLS method. The results of this study indicated that wages, education and training affect the productivity of private vocational school teachers in Palembang. The coefficient of determination for the variable of wages, education and training was 65%. It showed that wages, education, and training had 65% effects on productivity and the remaining 35% was influenced by other variables. As the research results show, the productivity was very important in measuring the success of an employee. It can be seen by paying attention to the level of wages, education and training participated by teachers in a school institution, especially in Palembang.
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Кашицына, Ю., Yu Kashicyna, Т. Гурулева und T. Guruleva. „Training in the System of Further Vocational Teacher Education“. Profession-Oriented School 7, Nr. 5 (14.11.2019): 21–27. http://dx.doi.org/10.12737/article_5da029cbcb4da1.42703565.

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The article discusses some aspects of improving the system of continuing education of teachers. The importance of the methods of active learning and interactive technologies in the formation of communicative, psychological and pedagogical competencies of teachers is shown. Particular attention is paid to socio-psychological training. The training learning process is described. The article is addressed to teachers and teachers, students of pedagogical universities, methodologists, directors of educational organizations.
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Corrêa, Adriana Katia, Maria Conceição Bernardo de Mello e. Souza, Maria José Clapis Maria José Clapis und Debora Silva Fornazieri. „Permanent Teacher Training in Vocational Nurse Education: The University - Vocational School Partnership“. Revista de Cultura e Extensão USP 17 (22.05.2017): 57. http://dx.doi.org/10.11606/issn.2316-9060.v17i0p57-66.

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A atuação de professores na modalidade educação profissional técnica de nível mé- dio (EPTNM) na área da saúde, especificamente na enfermagem, é de fundamental importância, tendo em vista o contingente numérico de trabalhadores técnicos de enfermagem (e auxiliares) e a relevância das ações de cuidado pelas quais se responsabilizam nos cenários da saúde, nos distintos níveis de atenção. O objetivo deste relato de experiência é descrever e apontar algumas reflexões acerca do projeto de extensão, “Formação de professores de escolas técnicas: interfaces com a licenciatura em enfermagem”, apoiado pela Pró-Reitoria de Cultura e Extensão da Universidade de São Paulo desenvolvido desde agosto de 2016, explicitando também outras atividades voltadas à formação permanente do professor que o antecederam. São destacados aspectos importantes em relação aos processos e aos produtos que compõem esse projeto, sendo pontuadas reflexões e tendo em vista as suas implicações para os envolvidos. Trata-se de uma proposta que, voltada à qualificação da formação do professor enfermeiro e do aluno da EPTNM na área da saúde/enfermagem, pode promover a articulação universidade-escola técnica contribuindo com o fortalecimento do compromisso social da universidade com a educação e a saúde.
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Gabrhelová, Gabriela, und Lenka Pasternáková. „Teachers in the Context of Vocational Education“. Acta Technologica Dubnicae 6, Nr. 3 (01.12.2016): 100–113. http://dx.doi.org/10.1515/atd-2016-0022.

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Abstract In the presented article, we deal with teachers’ personality and their tasks in vocational education. Based on the opinions of professionals, we characterized teachers and the factors influencing the creation process of their personality. Teachers can be characterised based on their job positions in schools, e.g. a class teacher, the school counsellor, the director, there are plenty of them in every school. Teachers’ personality is being formed throughout their teaching practice by the experience they gain. They get the basics during their teacher training when they are getting prepared for the teaching profession. We focused our attention on the issues of teachers’ professional identity. In this context, we were interested in the students of Dubnica Institute of Technology in Dubnica nad Váhom and in their perception of their studies. Our partial goal was to analyse students’ motivation to take part in teacher training which we deal with in our paper.
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Nore, Hæge. „Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training“. International Journal for Research in Vocational Education and Training 2, Nr. 3 (15.12.2015): 182–94. http://dx.doi.org/10.13152/ijrvet.2.3.4.

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This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a recontextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.
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Owais, Amjad Kamal, Suzan Mahmoud Alabidi, Zaydoon Mohammad Hatamleh und Elham T. Hussein. „Technical and Vocational Education and Training in the UAE“. International Journal of Emerging Technologies in Learning (iJET) 15, Nr. 13 (10.07.2020): 264. http://dx.doi.org/10.3991/ijet.v15i13.13801.

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This study is of three-fold. The first provides a general overview of the history and importance of “Technical and Vocational Education and Train-ing” (TVET); the second compares TVET in The United Arab Emirates (UAE) and the United Kingdom (as a pioneer country in the field) in order to explore points of similarity and differences and to make recommendations for TVET im-provement in UAE; and the third analyses the relationship between teacher train-ing programmes, accessibility to technical resources, teachers’ technology inte-gration, and the mission and vision of technical and vocational institutes in UAE. Data were collected from 175 teachers and administrators of Technical Vocational Colleges (TVCs) in the UAE. To ensure a comprehensive exploration of the top-ic, three separate research models were developed and tested. All models were analysed using covariance-based structural equation modelling (SEM) through AMOS version 24. Results showed that there is a positive and significant rela-tionship between teachers’ technology integration, teacher training programmes and accessibility to technical resources/equipment, and the mission and vision of the technical and vocational institutes.
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Bound, Helen. „Vocational education and training teacher professional development: tensions and context“. Studies in Continuing Education 33, Nr. 2 (16.06.2011): 107–19. http://dx.doi.org/10.1080/0158037x.2011.554176.

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Tytova, Nataliya. „THE PSYCHOLOGICAL AND PEDAGOGICAL TRAINING MODEL OF THE PROFESSIONAL EDUCATION TRAINING TEACHER“. Educational Discourse: collection of scientific papers, Nr. 7(8) (30.08.2018): 31–40. http://dx.doi.org/10.33930/ed.2018.5007.7(8)-3.

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The psychological and pedagogical training model of the professional education training teacher consists of such blocks as target, conceptual, informative, procedural and efficient. The central element of the psychological and pedagogical training model of the professional education training teacher is the interaction of the student and teacher based on transparency, participatibility and collaboration. The proposed techno-logization of the psychological and pedagogical training of the professional education training teacher in institutions of higher education will contribute to its constant updating and improvement in order to improve the quality of vocational education. Modern information technologies of training project the role of the professional education training teacher as a tutor, facilitator, coach, mentor, moderator, educator, master, etc.
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Dissertationen zum Thema "330304 Teacher Education: Vocational Education and Training"

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McKinstry, Elizabeth. „The impact of coaches' training on implementation of the Linked Learning approach“. Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179205.

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The onset of the 21st century brought a new dynamic in the workforce fueled by societal changes and technological advancements. These forces helped to create the conditions that transformed the economy from the industrial age of routine labor to a knowledge age where creativity, collaboration, and critical thinking are now needed for success. In addition, the forecasts for this new global economy of the 21st century project that students will need not only new skillsets but also increased levels of education to succeed in the workplace. To prepare all students for postsecondary education and foster the growth of these new skillsets, education has to integrate reform efforts that address these changes. Yet, a challenge to transforming the education system of the industrial age to one that meets the needs of the 21st century is the two-track system that was created to align with an industrial age economy: one track for those who were to attend higher education and one for those who were to enter the workforce directly from high school. Linked Learning is an evidence-based reform effort that addresses these changes. It includes four elements: academic and technical coursework, student support systems, and work-based learning opportunities. Linked Learning prepares all students for postsecondary education options. Coaches’ training has been identified as a strategy to aid in the implementation of the elements of Linked Learning and change instructional practice.

This quantitative dissertation research study examined the impact of the coaches’ training on the implementation of Linked Learning approach. The study used a web-based survey to collect data from educators who had participated in the coaches’ training to assess if the training was of value in implementing the core elements and beliefs of Linked Learning with their districts after they had completed the sessions and supporting assignments. Twenty-one educators from northern, central and southern California who had participated in the training responded to 35 Likert items that were aligned to the seven intended coaches’ outcomes. Participants were given the opportunity to add comments to each section. The results allowed for an assessment of the impact.

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Williams, Kim Marianne. „An investigation of the professional development practices of vocational education and training educators in the tourism and hospitality sector“. full-text, 2008. http://eprints.vu.edu.au/2024/1/williams.pdf.

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This study investigated the practice of professional development (PD) within the Vocational Education and Training (VET) arena. The major focus of this study was to investigate how PD provision for a selected group of VET educators in the tourism and hospitality sector has equipped them with both the technical competence of their discipline and teacher/training competence. This research has direct practical relevance to the educators working in the VET tourism and hospitality sector. Identifying PD strategies that are consistent and effective could facilitate the development of PD at a national level thus providing benefit to the VET sector as a whole. The study was conducted utilising the qualitative research technique narrative inquiry. The investigation focused on a case study context of educators currently working within a department of tourism and hospitality at a VET registered training organisation. Interviews were conducted with 10 front-line teaching educators and 4 management Heads of Department. Interviews were transcribed and portrait narratives were developed from the interview data. The portraits were analysed to answer the study’s five objectives: • To gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the technical competence needed to conduct effective teaching/training programs • To gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the professional teaching/training competencies required for effective practice • To construct a detailed taxonomy of teaching/training competencies in VET tourism and hospitality sector • To determine the appropriate qualification for VET educators in the tourism and hospitality sector • To propose specific recommendations for the improvement of PD practices for VET educators in the tourism and hospitality sector. Results of the study indicated that educators and management are required to consider specific issues when designing PD. A set of recommendations arising from the research findings have been developed that focus on enhancing the PD for tourism and hospitality educators particularly in the following areas: • Increased relevance of the PD to the educators’ work • Development of a culture that supports lifelong learning • More transparent PD funding and budgetary arrangements • Access to PD for ongoing and sessional staff • Increased emphasis on professional learning arising from PD.
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Al-Saydeh, Munim A. A. „Pre-vocational education in Jordan : implications for teacher preparation and in-service training“. Thesis, University of Huddersfield, 2002. http://eprints.hud.ac.uk/id/eprint/5984/.

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This study proposes a rational basis for pre-vocational. education (PVE) teacher preparation and training in Jordan based on a thorough assessment of the teacher's role and responsibilities. Qualitative and quantitative data collection methods were employed. These included semi-structured interviews with members of the Jordanian National Teams for PVE Curriculum Development and for Supervision on PVE Curriculum Development, as well as with PVE supervisors in Jordan. Selfcompletion questionnaires were also administered to a sample of PVE teachers and educational supervisors. Asserting that design and implementation of a successful training programme should be founded on the job activities and competencies required, this study presents a job description for the PVE teacher, analyses the activities involved, and identifies the associated competencies. The study proceeds to scrutinise the components of WE teacher preparation, analyses the current delivery of PVE in Jordan, identifies some deficiencies, and considers potential corrective action. The study also discusses the necessity of vocational field experience for the PVE teacher. Current programmes of PVE teacher preparation are critically examined, shortcomings are identified, and proposals for improvement are discussed.
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Johnson-Martin, Pearl. „The effect of training on teacher's computer self-efficacy and technology practices| A descriptive study“. Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538844.

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The purpose of this quantitative descriptive survey research was to assess and describe the effect of technology training on career and technical education (CTE) teachers’ perceptions of computer self-efficacy and technology practices in a vocational school district in New Jersey. CTE schools prepare future citizens and workers for the challenges of a global technological society. Technology training is crucial to the success of CTE teachers who have the daunting task of better educating students and developing the highly technical skills and problem-solving abilities of workers to compete in the global marketplace. A purposive sample of 84 teachers who attended technology training in the district completed technology-based surveys and six teachers agreed to participate in an interview and classroom observation. Triangulation of the findings of the surveys, interviews, and classroom observations helped to validate the methods and lend important insights to CTE leaders on the effectiveness of technology training. Findings indicated that CTE teachers are using technology in the classroom, but not implementing at levels consistent with developing the higher order thinking and problem-solving skills of students. A practical suggestion for technology training designs included the use of adult learning theories and constructivism for improving the levels of technology implementation among CTE teachers. Recommendations of the study targeted annual technology assessments, post-secondary collaborative partnerships, and supportive leadership to address the needs and concerns of teachers.

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Agamuddin. „Relationship of teaching and occupational experience, teacher and technical training to vocational teachers' level of teaching effectiveness in Padang, Indonesia /“. The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658173381.

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蘇國生 und Kwok-sang So. „Vocational technical teacher education in Guangdong Province: a case study of the Guangdong Institute ofNationalities“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195893X.

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Leung, Ching Wai Fanny. „Vocational education and training teacher identification in the context of reform in Hong Kong : a multi-case study“. Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715753.

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Harvey, Howard Anthony. „THE PERCEIVED EFFECTIVENESS OF TECHNICAL VOCATIONAL EDUCATION TRAINING (TVET) PRACTICES AT AN URBAN TERTIARY INSTITUTION IN PREPARING THEIR STUDENTS FOR THE ADVANCED WORKPLACE“. Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/598899.

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Educational Leadership
Ed.D.
This study will be investigating the perceptions of the implementation and modelling of best practices in technical vocational education and training (TVET) areas of endeavour. Four lecturers from three selected programmes will be investigated see how well they are preparing their students to enter the technically advanced workplace in an urban tertiary TVET institute in Jamaica. It has been reported by employers that graduates’ performance has been unsatisfactory in the sectors which require technically skilled professionals (HEART Trust, 2012). This investigation will incorporate a literature review of the apprenticeship system, and the current occupational training requirements as well consider competency based methods of teaching used in the TVET classroom. This will be in the context of career development theories, and constructivist and social learning theories. A qualitative research design method will be applied, using a case study approach. In addition to data collected from the lecturers, interviews, observation and focus group discussions with three groups of 15 students will also be collected. Additionally, the Director/ Principal of the Vocational Development Training Institute (VDTI) will be interviewed. Finally, a stakeholders’ report based on employee attitudes in various industries will be used to attain their perspectives on the preparedness of the TVET graduates for the workplace. The results and recommendations will be used to evaluate the best practices of the TVET lecturers.
Temple University--Theses
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Wang, Yu-Hua Davina. „Analysis of teacher training methods for nursing in selected Southern California programs“. CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1084.

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The purpose of this study was to ascertain if nurses-in-training in today's vocational schools are receiving instruction which capably prepares them to meet the needs and exigencies demanded by the medical profession in our rapidly changing society. The study also purports to demonstrate the need for in-service training of nurses already in the profession as well as the mandate for change which had to be carried out by all nursing trainers in light of the rapidly evolving technological advances of the medical field of the nineties.
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GERDES, CARLA MAGDALENA. „SITUATED AND COOPERATIVE LEARNING WITHIN THE ADULT ENGLISH AS A SECOND LANGUAGE VOCATIONAL CLASSROOM - FUTURE IMPLICATIONS FOR PROGRAM DESIGN SPECIFIC TO THE WORKPLACE“. University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029529227.

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Bücher zum Thema "330304 Teacher Education: Vocational Education and Training"

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Massachusetts. Division of Occupational Education. Teacher trainees' assessment of the chapter 74 Vocational Teacher Training Program. Quincy, Mass: Division of Occupational Education, Massachusetts Dept. of Education, 1989.

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Indonesia), World Congress on Teacher Education for Technical and Vocational Education and Training (1st 2008 Universitas Pendidikan. The first World Congress on Teacher Education for Technical and Vocational Education and Training (TVET). Bandung, Indonesia: Universitas Pendidikan Indonesia, 2008.

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Tóth, Ágnes. Some aspects of vocational and technical teacher training. Brussels: Association for Teacher Education in Europe, 1995.

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Teacher preparation in career pathways: The future of America's teacher pipeline. Lanham, Md: Rowman & Littlefield Education, 2012.

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Learning teaching, teaching teaching --: A study of partnership in teacher education. London: Falmer Press, 1987.

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Ontario, Technological Teacher Education Symposium (1st 1991 Bolton Ont ). Technological teacher education: Reflections on the past and visions for the future : proceedings from the first Ontario Technological Teacher Education Symposium, October 10-11, 1991, Bolton, Ont. Toronto: Centre for Teacher Education, Ontario Ministry of Education, 1992.

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Parkay, Forrest W. Becoming a teacher. Scarborough, Ont: Allyn & Bacon Canada, 1996.

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Parkay, Forrest W. Becoming a teacher. 5. Aufl. Boston, Mass: Allyn and Bacon, 2000.

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Parkay, Forrest W. Becoming a teacher. 7. Aufl. Boston, MA: Pearson Allyn and Bacon, 2007.

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1938-, Stanford Beverly Hardcastle, Hrsg. Becoming a teacher. Boston: Pearson, Allyn and Bacon, 2005.

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Buchteile zum Thema "330304 Teacher Education: Vocational Education and Training"

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Watt, Bonnie. „Teacher Education in Technical Vocational Education and Training“. In The SAGE Handbook of Research on Teacher Education, 728–43. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n42.

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Zirkle, Chris. „Vocational Teacher Preparation: The United States“. In Handbook of Vocational Education and Training, 1–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_31-1.

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Zirkle, Chris. „Vocational Teacher Preparation: The United States“. In Handbook of Vocational Education and Training, 1685–700. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_31.

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Pilz, Matthias, und Uma Gengaiah. „Teacher Training Education for VET Teachers in India“. In Handbook of Vocational Education and Training, 1–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_38-1.

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Pilz, Matthias, und Uma Gengaiah. „Teacher Training Education for VET Teachers in India“. In Handbook of Vocational Education and Training, 1733–46. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_38.

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Smith, Erica. „The Importance of VET Teacher Professionalism: An Australian Case Study“. In Handbook of Vocational Education and Training, 1–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_23-1.

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Keller, Anna, und Antje Barabasch. „Vocational School Teacher Education in Switzerland: Roles, Responsibilities, and Training“. In Handbook of Vocational Education and Training, 1–21. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_39-1.

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Bauer, Johannes, Martin Gartmeier und Anne B. Wiesbeck. „Assessment Through Simulated Conversations: Applications in Medical and Teacher Education“. In Handbook of Vocational Education and Training, 1–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_86-1.

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Smith, Erica. „The Importance of VET Teacher Professionalism: An Australian Case Study“. In Handbook of Vocational Education and Training, 1627–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_23.

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Keller, Anna, und Antje Barabasch. „Vocational School Teacher Education in Switzerland: Roles, Responsibilities, and Training“. In Handbook of Vocational Education and Training, 1747–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_39.

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Konferenzberichte zum Thema "330304 Teacher Education: Vocational Education and Training"

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Kärnä, Maija, und Päivi Lehtonen. „BUILDING MOBILE TEACHER IDENTITY DURING VOCATIONAL TEACHER TRAINING“. In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0302.

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Sedov, Sergey A. „Integration of the Quality Assessments of Vocational Teachers' Training“. In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.30.

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Koletvinova, Natalya D. „Integration Paradigm Of Vocational Training Of Students“. In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.93.

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Widayana, Gede, und Djoko Kustono. „Perception and Practice of Vocational Education Revitalization by Vocational High School Teacher“. In Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.11.

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Dharma, Aditia. „Implementation of Blended Learning in Vocational Teacher Professional Education“. In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.26.

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Sonhadji, Ahmad, und K. Hassan. „Cooperative Model of Industrial Work Practice for Vocational Teacher Education“. In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.4.

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Miao, Di, Shixin Li, Xin Su und Linglin Li. „Vocational Teacher Training Process in Professional Education for Principle of Router“. In 2018 International Conference on Management, Economics, Education and Social Sciences (MEESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/meess-18.2018.30.

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Sohidin, Sohidin. „Revitalizing of Vocational High Schools for Productivity Improvement and Graduates Competitiveness (Standard Formatting for Alternative Excellence of Vocational High Schools)“. In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.9.

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Lawitta, Riris, Lasmita Sihaloho und Juli Arianti. „Vocational High School in Indonesia Facing ASEAN Economic Community (AEC)“. In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.28.

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Ismail, Affero, Razali Hassan, Alias Masek, Norhasyimah Hamzah, Irwan Mahazir Ismail und Tamil Selvan Subramaniam. „Implementation of vocational training into TVET's teacher program for national core standard“. In 2016 IEEE 8th International Conference on Engineering Education (ICEED). IEEE, 2016. http://dx.doi.org/10.1109/iceed.2016.7856088.

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Berichte der Organisationen zum Thema "330304 Teacher Education: Vocational Education and Training"

1

Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, Juli 2021. http://dx.doi.org/10.22617/spr210293.

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Annotation:
Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.
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