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Huy Thọ, Vương. "Continuing education in vocational teacher training." Journal of Science, Educational Science 60, no. 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, no. 1 (August 29, 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, no. 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, and T. Guruleva. "Training in the System of Further Vocational Teacher Education." Profession-Oriented School 7, no. 5 (November 14, 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, and Debora Silva Fornazieri. "Permanent Teacher Training in Vocational Nurse Education: The University - Vocational School Partnership." Revista de Cultura e Extensão USP 17 (May 22, 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, and Lenka Pasternáková. "Teachers in the Context of Vocational Education." Acta Technologica Dubnicae 6, no. 3 (December 1, 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, no. 3 (December 15, 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, and Elham T. Hussein. "Technical and Vocational Education and Training in the UAE." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (July 10, 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, no. 2 (June 16, 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, no. 7(8) (August 30, 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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Bui, Van Hong, and Do Van Dung. "Development of Vietnamese Vocational Education Teachers to adapt the Industrial Revolution 4.0." Asian Journal of Interdisciplinary Research 2, no. 4 (October 29, 2019): 1–7. http://dx.doi.org/10.34256/ajir1941.
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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.
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Simonics, Istvan. "Relationships Among Economy, Industry, Vocational Education and Training and Higher Engineering Education – The Trefort Project Editorial." International Journal of Engineering Pedagogy (iJEP) 10, no. 5 (October 15, 2020): 4. http://dx.doi.org/10.3991/ijep.v10i5.16747.
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It is a great pleasure to contribute some words to the debate about Engineering Education as well as to broaden the discussion about the future evolution of this discipline. Thanks to the International Journal of Engineering Pedagogy (iJEP) and its editor-in-chief, Matthias Utesch, as well as to the collaboration between the IGIP (International Society for Engineering Pedagogy), we have received a possibility to collect the best papers of our 9th Trefort Ágoston Conference on Vocational Education and Training and Technical Teacher Training at Óbuda University (ÓE) Electrical Engineering Faculty in Budapest, in Hungary. The Conference was organized as an IGIP Regional Conference for the third time. Before introducing the articles, I summarize the main important elements influencing the Higher Engineering Education in Hungary. The Fourth Industrial Revolution unfolds, companies are seeking to harness new and emerging technologies to reach higher levels of efficiency of production and consumption, expand into new markets, and compete on new products for a global consumer base composed increasingly of digital natives. There are several requirements for qualified engineers: they have to be creative, critical thinking, complex program solvers and have to have competencies of cognitive flexibility, high-level communication, teamwork, and application of foreign languages. At our university, we have recognized several problems according to SWOT analyses. Not enough number of students would like to select STEM faculties. The rate of early school leaving (ESL) is too high in the STEM area. Requests of the Labor market have not appeared in Training curricula. The candidate students do not know the future carrier and the content they have to learn. In secondary schools, the development of basic competencies and STEM subjects is not effective e.g. teaching Math is not practice-oriented, this is why the results of students on PISA tests are weaker. The preparation for higher education is not enough, which leads to ESL by the end of the first year in higher education. The quality of knowledge of secondary education pupils is an important input for engineering higher education. The vocational secondary schools can provide the majority of starting engineering studies at technical universities. The technical teacher training prepares the vocational teachers for secondary vocational schools. The quality of technical teacher training, the adequacy of curricula to professional needs can be key questions for the future of engineering education. The practice of vocational teacher-students is a basic element of their studies. These practices are organized in secondary vocational schools. But realizing these practices needs a mentor teacher. In this Trefort Project, we selected 6 presentations and asked the authors to submit their articles for a Special Issue of the International Journal of Engineering Pedagogy (iJEP).
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Avis, James, Roy Canning, Roy Fisher, Brenda Morgan‐Klein, and Robin Simmons. "Vocational education teacher training in Scotland and England: policy and practice." Journal of Vocational Education & Training 63, no. 2 (June 2011): 115–27. http://dx.doi.org/10.1080/13636820.2011.566348.
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Vaganova, Olga I., Irina A. Petrozitskaya, Angelica B. Snatovich, Irina N. Odarich, and Inna K. Kirillova. "Heuristic technologies of training in professional education." Revista Amazonia Investiga 9, no. 27 (March 21, 2020): 509–17. http://dx.doi.org/10.34069/ai/2020.27.03.55.
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The changed educational paradigm has identified new educational goals expressed in the form of competencies of students, which they must master to carry out future professional activities at a high level and ensure their competitiveness in the labor market. Within the framework of the competence approach, practice-oriented education is developing, so higher education institutions seek to implement technologies that actively support this direction. The purpose of the article is to analyze the experience of implementing heuristic technologies as one of the most effective in the preparation of a teacher of vocational training. Features and essence of heuristic technologies, their value in modern preparation of students are revealed. The article presents a study that reflects the use of heuristic methods to improve the preparedness of students to perform their professional activities. In the formation of the ability to analyze professional and pedagogical situations-one of the most important professional competencies of future teachers of vocational training, the method of organized strategies (the method of strategies for working with information) was applied. Heuristic teaching methods bring positive results in the formation of the ability to analyze professional and pedagogical situations. The ability to work with information is an important part of the formation of this competence. We performed an analysis of the experience in implementing heuristic technologies, as one of the most effective in training a teacher of vocational training, revealed the features and essence of heuristic technologies, their significance in modern student training. Heuristic teaching methods bring positive results in the formation of the ability to analyze professional and pedagogical situations. Our methods of working with information contribute to more rapid training of teachers of vocational training. The results of testing students ' skills to work with information showed that after the introduction of heuristic methods, the results became much better, which contributes to the formation of this competence. The obtained data can be used in the preparation of students in other areas of teaching pedagogical university.
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Tyson, Ruhi. "Book Review: History of Vocational Education and Training in Europe." International Journal for Research in Vocational Education and Training 5, no. 2 (August 30, 2018): 165–71. http://dx.doi.org/10.13152/ijrvet.5.2.5.
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The book is volume 14 in the series Studies in Vocational and Continuing Education. Series editors are Philipp Gonon & Anja Heikkinen. Volume 14, History of Vocational Education and Training in Europe: Cases, Concepts and Challenges is edited by Esther Berner, Professor for Educational Science, Helmut-Schmidt University in Hamburg, Germany, and Philipp Gonon, Professor for VET and Teacher Training, University of Zurich, Switzerland.
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Etzold, Daniel, and Marc Krüger. "Development of Communication Competence in Pre-Service Vocational Education Teacher Training." Higher Education Studies 11, no. 4 (September 23, 2021): 31. http://dx.doi.org/10.5539/hes.v11n4p31.
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This paper presents a seminar concept for the development of communication competence in pre-service vocational education teachers with the aid of video annotations, feedback, and peer microteaching. The seminar is offered within a teacher training program for students taking a master’s degree (MEd) in vocational education at the FH Münster University of Applied Sciences, Germany, and has been conducted three times. The advantages of the seminar concept are manifold. On the one hand, we create a learning environment in which students individually prepare and conduct five peer microteaching lessons in a row and receive prompt and constructive peer feedback on every performance. On the other hand, the quality of feedback improves so that our students are professional feedback providers by the end of the seminar. The provision of teacher feedback alone does not help our students become successful feedback providers. Nor, given the resources available at the university, is it a realistic alternative in terms of time constraints. In addition, due to recordings, the students gain a better insight into their teaching skills since their lessons can be observed and approached from an outside perspective.
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I. Zyrianova, Natalia, Evgeny M. Dorozhkin, Yekaterina V. Zaitseva, Ivan S. Korotayer, and Matvey D. Shcherbin. "Trends in and principles of training vocational teachers." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 200. http://dx.doi.org/10.14419/ijet.v7i2.13.11687.
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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.
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Spoettl, Georg, and Vidmantas Tūtlys. "Education and Training for the Fourth Industrial Revolution." Jurnal Pendidikan Teknologi dan Kejuruan 26, no. 1 (April 23, 2020): 83–93. http://dx.doi.org/10.21831/jptk.v26i1.29848.
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Within the context of the 4th Industrial Revolution as an overall paradigm change, organization and work processes must switch together with automation following and real-time control. This applies to the contents of labor and to the interaction and connection between human and technology. Up to this point, there are only a few empirical studies about how digitized, decentralized and closely connected production system with "Cyber-Physical-Systems" change the task and and competence profiles in the workplace. One outcome will be that intelligent workpieces will manage their way into production themselves. Depending on the implementation level of Industry 4.0 in companies, vocational education and training for the workforce is highly relevant and the vocational systems have to respond to the needs and expectations of the new technological challenges. Successful reactions of the vocational systems towards the 4th Industrial Revolution have to focus on curriculum development, teacher training and training of highly skilled workers. Approaches to fulfill these requirements will be discussed in this paper.
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Gitman, Elena, Svetlana Soloveva, and Tatiana Tokhtueva. "Readiness of additional vocational education teachers for pre-retirement age citizens education within Worldskills competition standards." KANT 36, no. 3 (September 2020): 252–57. http://dx.doi.org/10.24923/2222-243x.2020-36.48.
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The paper deals with the problem of vocational education teachers' readiness for training pre-retirement age citizens. With the introduction of the state program "Older Generation", aimed to improve the skills or mastering the new competence of pre-retirement age citizens, training centers for this contingent are actively opening up. The training is conducted by teachers of educational institutions of the secondary vocational education system. Training programs according to Worldskills standards within the framework of the championship movement "Skills of the Wise" provide an opportunity for people aged 50+ to upgrade their skills or to master a new competency on the basis of the existing one. The authors aim to identify the level of andragogical competence of a teacher of vocational education. The research is based on empirical methods such as comparative analysis, generalizations, observation, questionnaires, and experiment. The research results show that the education of older people cannot be based on general recommendations, and requires the use of certain methodological approaches in teaching methods.
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Cavusoglu, Abdullah, and Durmus Gunay. "The reforming of vocational teacher training colleges in Turkey." International Journal of Technology Enhanced Learning 3, no. 3 (2011): 332. http://dx.doi.org/10.1504/ijtel.2011.040229.
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Markova, Ya S. "Features of specialist training in the system vocational and pedagogical education." Quality. Innovation. Education, no. 6 (2020): 18–21. http://dx.doi.org/10.31145/1999-513x-2020-6-18-21.
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Various educational systems operate in Russia to meet educational needs, among which vocational and pedagogical education occupies a special place. One of the indicators of the high quality of training of a teacher of vocational training, armed with general scientific, general professional and special knowledge, who has a professional pedagogical methodology, is his ability to manage the pedagogical process and predict the results of various methods of organizing the educational process. The proposed methodological recommendations can be used in organizing the training of teachers in secondary vocational and higher education.
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Wang, Huan Yun, and Li Jing Diao. "A Probe into Talent Training Mode in Higher Vocational Education." Applied Mechanics and Materials 411-414 (September 2013): 2777–80. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2777.
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In the twenty-first Century, with the rapidly development of social economy, the society needs a large number of highly skilled talents, and higher vocational education must meet needs of the evolving society based on its peculiar talent training mode. This article discusses the talent training mode in terms of the professional structure adjustment in higher vocational colleges, the reform of teaching plan and content, practical teaching system construction, teacher training, school-enterprise cooperation, and put forward our own viewpoints.
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Clayton, Berwyn, and Roger Harris. "Addressing the challenge of building teacher expertise in vocational education and training." International Journal of Training Research 17, no. 1 (January 2, 2019): 1–3. http://dx.doi.org/10.1080/14480220.2019.1612635.
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Onipko, V., N. Maksymenko, and V. Lytvyn. "PRINCIPLES OF DESIGNING THE CONTENT OF PROFESSIONALLY-ORIENTED INFORMATION AND COMMUNICATION FUTURE VOCATIONAL EDUCATION TEACHER TRAINING." Ukrainian professional education, no. 8 (November 25, 2020): 95–102. http://dx.doi.org/10.33989/2519-8254.2020.8.239463.
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The article substantiates the theoretical and methodological principles of vocational education and training content modernization. It describes the modern principles of vocational education content designing for future vocational education teacher in the field of agricultural production training. Based on theoretical analysis and taking into account the features and requirements for information and communication future vocational education teacher in the field of agricultural production training, criteria for selection and construction of content-oriented information and communication teacher training are selected. They are the following: determination of this content by the structure of professional activity and object (subject) study; functional completeness; minimum required content; interdisciplinary support and professional expediency; compliance of the complexity of the time allotted for mastering the content with the established methods; typicality; the effectiveness of the elements of the organized training process to motivate future professionals to use ICT in future professional activities; relevance; compliance with the content of the existing educational and methodological support of classes. The necessity of using the offered criteria as a tool for evaluation and selection of content, which ensures the implementation of the training goals, information literacy, and professionalism of modern vocational education, which can be considered through the synthesis of competencies containing visual-methodical, psychological-pedagogical and ICT components.
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Grollmann, Philipp. "The Quality of Vocational Teachers: Teacher Education, Institutional Roles and Professional Reality." European Educational Research Journal 7, no. 4 (January 1, 2008): 535–47. http://dx.doi.org/10.2304/eerj.2008.7.4.535.
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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.
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Nurtanto, Muhammad, Nur Kholifah, Alias Masek, Putu Sudira, and Achmad Samsudin. "Crucial problems in arranged the lesson plan of vocational teacher." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 345. http://dx.doi.org/10.11591/ijere.v10i1.20604.
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<span>This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies (BC) analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) based is divided into two groups. The category "Quality" in the instructional program and instructional plan aspects, and the category "Moderate" in the instructional media and assessment and others aspects; and 3) The difficulty of learning device components, including authentic assessment, use of methods, literacy approaches, and lesson planning. The implementation of training, mentoring, and supervision programs are adjusted to the experience of vocational teachers taking into account the teacher's involvement in the implementation of the curriculum, age, and school readiness.</span>
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M. G., Sergeeva, Stepanyan T. M., Solovyov B. A., Parinov D. V., and Ovchinnikov A. P. "THE USE OF SIMULATION METHODS OF VOCATIONAL EDUCATION." Humanities & Social Sciences Reviews 7, no. 6 (December 4, 2019): 340–48. http://dx.doi.org/10.18510/hssr.2019.7684.
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Purpose: A teacher of a vocational school should rationally use such teaching methods that would ensure the training of qualified personnel competitive in the labor market.
Methodology: Educational institutions to meet the requirements of the market economy in the provision of educational services should be guided by a generalized model of a competitive specialist. The technology of development of the model includes the formation of components of professional activity (analysis of professional activity, identification of basic labor functions and professional skills) and training.
Result: The assessment of theoretical professional training of students was carried out by testing with the use of PC in the main academic disciplines in two specialties. The assessment of theoretical professional training of students was based on the methodology proposed by A. A. Leonovich. Based on the assessment of knowledge in the five main academic disciplines, a generalized coefficient of theoretical training was calculated. Personal and business qualities necessary for a modern person in the conditions of market relations were evaluated by a number of psychological tests.
Applications: This research can be used for universities, teachers, and students.
Novelty/Originality: In this research, the model of the use of simulation methods of vocational education is presented in a comprehensive and complete manner.
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Schüller, Annamarie, and Roberto Bergami. "Teacher industry placement in Australia: Voices from vocational education and training managers." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 24. http://dx.doi.org/10.14426/jovacet.v3i1.123.
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An important aspect of vocational education and training (VET) teaching is education that is strongly linked to current industry practices. While this is a desirable pursuit, there are considerable challenges in it being implemented owing to increasingly changing work environments and the notion of ‘industry currency’. One way for VET teachers to remain up to date with contemporary industrial practices is for VET to pursue teacher placement in industry (TPI) opportunities. TPI is an agreement in terms of which the VET teacher is seconded to a firm for a period of time in order to perform predefined tasks. The resulting benefits include enhanced teaching practices and the development of deeper, long-term links with industry. However, TPI opportunities are not without their challenges. This article reports on an exploratory study of the views of VET education managers of business studies on the value of TPI. Because management support is integral to creating TPI opportunities, we explored the extent to which TPI is desired and supported by education managers. We found that policies supporting TPI initiatives, if they are in place, are not well formulated, and that a lack of resources and difficulties in finding industry partners exist. Despite these problems, education managers believe that these activities are of value to teaching programmes and of benefit to their department. We conclude that TPI should be an integral part of any VET professional development for teachers, but that, in order for TPI to be successful, appropriate resourcing and the development of strong industry networks are paramount.
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Kholis, N., E. Supriyadi, and D. Mardapi. "Important Ways in Designing Vocational Secondary School Teacher Development Education and Training." Journal of Physics: Conference Series 1737, no. 1 (January 1, 2021): 012036. http://dx.doi.org/10.1088/1742-6596/1737/1/012036.
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Rosvall, Per-Åke, Carina Hjelmér, and Sirpa Lappalainen. "Staying in the comfort zones – Low expectations in vocational education and training mathematics teaching in Sweden and Finland." European Educational Research Journal 16, no. 4 (September 22, 2016): 425–39. http://dx.doi.org/10.1177/1474904116669154.
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Vocational education has a historical legacy of being low-status and aimed at producing skilled workers. Students with low marks in comprehensive school are still often guided to the vocational educational track. In this article we examine how mathematics teaching in a vocational educational context is framed (henceforth VET). Therefore, our aim with this article is to explore how teacher responses come into play in school mathematics classes, and the teacher–student interactions within those practices. The empirical material is based on educational ethnographic research, i.e. classroom observations and interviews, conducted in three upper secondary institutions, two in Sweden and one in Finland. The results indicate that both teachers and students seem to remain in what might be called their ‘comfort zones’, i.e. that pedagogic practices tend to strengthen the idea of a vocational learner as being practically oriented; using their hands instead of their heads and in need of care and surveillance. The analysis focuses on mathematics teaching rather than on the content and was chosen because it is associated with general qualifications and the notion of lifelong learning. In this respect it exemplifies the growing tension in VET between workplace and academic knowledge.
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Chukwuedo, Samson Onyeluka, and Charles Chukwuedo Nathaniel. "TEACHER EDUCATION POLICY, ETHICS, AND QUALITY OF GRADUATES: TRIAD ENTITIES FOR REMODELING GENERAL AND VOCATIONAL EDUCATION AND TRAINING." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 12, no. 2 (December 15, 2020): 92–103. http://dx.doi.org/10.48127/spvk-epmq/20.12.92.
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The rating of an education system largely depends on the policy, ethical practices, and quality of the graduates. Thus, this research explores lecturers’ perception of the teacher education policy, ethics, and quality of its graduates. The research also theorized that policy, ethics, and quality are triad entities of an ideal educational institution. Hence, the relations between policy, ethics, and quality of graduate teachers were ascertained. The mixed-method design (qualitative and quantitative approaches) was employed. Participants were 606 lecturers of colleges of education and universities in Nigeria. For data collection, questionnaire and focus group discussions were employed. The questionnaire was validated by three experts, while its reliability (α = .889) was determined using Cronbach’s alpha method. Quantitative data were analysed with mean, standard deviation, and bivariate correlation. To analyse the qualitative data, thematic analysis was employed. Results revealed that teacher education policy and ethical practices in Nigeria were unsatisfactory, as perceived by the lecturers. More so, the quality of graduate teachers from Nigerian tertiary institutions declines. Hence, the need for attention on policy, ethics, and quality in teacher education programmes. Keywords: teacher education, education policy, ethics in education, quality of graduates, vocational education
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Kisiel, Mirosław. "Pedagogical and artistic coordinates for professional vocational training of an early Childhood Education teacher." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 91–97. http://dx.doi.org/10.24195/2617-6688-2019-3-13.
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The article presents innovative solutions to improve the music competences of future teachers as a pedagogical and artistic support for vocational training. It also shows opinions of respondents on the implementation of music measures and the opportunities of assessing the effects resulting from the evaluation of the project “Practice Makes Perfect, i.e. Art in Education”. Keywords: pedagogical and artistic coordinates of vocational training, future teachers, art in education.
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Tamrin, A. G., S. Slamet, and S. Soenarto. "The link and match of the demand and supply for productive vocational school teachers with regard to spectrum of vocational skills in the perspective of education decentralization." Jurnal Pendidikan Vokasi 8, no. 1 (February 28, 2018): 40. http://dx.doi.org/10.21831/jpv.v8i1.15135.
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The purpose of this study was to describe the pattern of link and match of the demand and supply for productive vocational school teachers which should be carried out in the future. This study is descriptive qualitative with the grounded theory approach. The unit of analysis consisted of: policy makers at central level; policy makers at local level; productive vocational school teachers; Teacher Education Institutes (LPTK), and Non-Teacher Education Institutes (Non-LPTK). The data were analyzed using the three phases: open coding, axial coding, and selective coding. The research results are as follows. (1) The pattern of the demand for productive vocational school teachers has been fulfilled through such programs as Three Year Diploma for Vocational Teacher of Engineering, Bond-based Remuneration for Bachelor’s Level, Civil Servant Recruitment, Regional Civil Servant Recruitment, and Non-permanent Teachers. (2) Productive vocational school teachers supplied included LPTK graduates majoring in 22 vocational skills training programs and Non-LPTK graduates majoring in 45 vocational skills training programs out of 48 programs. (3) Productive vocational school teachers were distributed in three types of programs. (4) A system of vocational teacher education was conducted by increasing and refining. (5) Link and Match pattern of demand and supply for productive vocational school teachers involved integration of supply for LPTK graduates and that of Non-LPTK graduates, the distribution of such supply, and the pattern of implementation of vocational teacher education.
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Graça, Vânia, Paula Quadros-Flores, and Altina Ramos. "The Challenges of Initial Teacher Training." International Journal of Emerging Technologies in Learning (iJET) 16, no. 18 (September 20, 2021): 85. http://dx.doi.org/10.3991/ijet.v16i18.24237.
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The initial training of teachers assumes great responsibility in the methodo-logical renewal of teachers. This study aims to know the thinking of higher education students, future teachers, regarding their knowledge and attitudes towards the curricular integration of Information and Communication Tech-nologies (ICT), as well as to identify inhibiting and propelling factors of the use of digital technology by future teachers. This study is part of the IFITIC Project, which aims to rethink educational practice with ICT in the initial training of future teachers in order to promote methodological renewal in Pre-school Education and the 1st and 2nd Cycles of Basic Education. We used the methodological design survey and for data collection we applied a ques-tionnaire survey, with closed questions, to students of Basic Education and Vocational Master's degree from two public higher education institutions in the North of Portugal. The results point to the existence of inhibiting factors such as lack of resources in training centers, and propellants to ICT integra-tion such as the availability of personal resources that can compensate for the lack of resources in school centers and ICT training by training schools. They also reveal a positive and open attitude on the part of students towards the educational use of ICT.
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Tytova, Nataliya. "THE PROFESSIONAL MOBILITY SIGNIFICANCE IN PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF PEDAGOGIES PROFESSIONAL EDUCATION." Educational Discourse: collection of scientific papers, no. 6(6-7) (July 30, 2018): 7–17. http://dx.doi.org/10.33930/ed.2018.5007.6(6-7)-1.
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The driving force behind the development of Ukraine's improvement is the realization of the concept of "professionally mobile specialist". L. SUSHENTSEVA notes the importance of the psychological and pedagogical training of future specialists for the institutions of professional-technical (professional) education, Namely, "the urgency of the problem of the psychological and pedagogical readiness of the teachers of the vocational school is determined by the dynamic changes in the social order of the labor market, it constantly changes, the training of a qualified worker, the growing importance of the qualities of professional mobility, as a condition for the self-realization of the personality and its successful future professional life" [3, p. 356]. The author carried out a structural analysis of the psychological and pedagogical readiness of the vocational education teacher to form professional mobility among students in a vocational and technical educational institution and formulated three fundamental components: didactic competence, personal competence, psychological and pedagogical competence [3, p. 363-366]. To implement these components, we developed the content of the academic discipline "Professional Mobility" in the structure of psychological and pedagogical preparation of future bachelors of specialty 015 Vocational education (by specialties) at the National Pedagogical Dragomanov University. This discipline of 3 ECTS credits, 90 hours is studied in interdisciplinary relations with the disciplines: "Psychology", "Professional Pedagogy", "Methodology of vocational education ", "Pedagogical image", "Communicative processes in pedagogical activity" and others. The general objective of the discipline "Professional mobility" is the formation of the readiness of the future teacher of vocational education to change the professional tasks, the place of work, the ability to quickly solve pedagogical situations, to master new pedagogical technologies of instruction and the like.
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�������, Elena Kolyman, ���������, and Evgeniya Muzychenko. "Pedagogical Professionalism of the Modern Higher School Teacher." Standards and Monitoring in Education 4, no. 6 (December 25, 2016): 31–36. http://dx.doi.org/10.12737/18249.
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The article presents the different approaches to the definition of teacher professionalism. The article analyzes the publication activity on the subject of pedagogical professionalism of teachers in higher education. There is a discussion of the problem of understanding and definition of pedagogical professionalism of a high school teacher. The article also describes the typical problems of a modern high school teacher. Analyzes the requirements of the professional standard "Teacher of vocational training, vocational education and secondary vocational education" to the modern high school teachers. The article presents the classification of professional competences, which should have a higher school teacher, and considered ways to solve the problems identified.
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Mičiulienė, Rita, and Kristina Kovalčikienė. "Vocational Teacher’s Career as a Second Profession and Factors Determining Its Choice." Pedagogika 140, no. 4 (January 29, 2021): 194–219. http://dx.doi.org/10.15823/p.2020.140.11.
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There is an increasing focus on the so-called hybrid teacher, at the European level. This teacher can alternatively work in a vocational school and a business. It is highly believed that this would help to solve both the aging of VET teachers and the quality of VET. The factors determining the choice of a VET teacher as a second career as well as perceptions of the participants’ former occupation were examined in this research using respectively the FIT-Choice and the PPO scales. The survey involved 114 VET teachers from 33 VET institutions of the country. The results revealed the determinants of VET teachers’ career choice, the most important of which are the high requirements of the teaching profession, the willingness to work with young people, and the influence of former teachers. The analysis of the relations between the perception of prior occupations and these determinants showed that social significance of prior occupation, strong interest in the subject and teaching, as well as workplace training self-efficacy facilitates the transition from business to vocational training. The results are discussed taking to similar studies conducted in other countries using the same measuring instruments.
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Tytova, Nataliya. "THE IMPACT OF THE IMPLEMENTATION OF INTERDISCIPLINARY CONNECTIONS ON THE QUALITY OF TRAINING OF TEACHERS OF VOCATIONAL TRAINING." Educational Discourse: collection of scientific papers, no. 5(5) (June 20, 2018): 66–76. http://dx.doi.org/10.33930/ed.2018.5007.5(5)-7.
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From 2012 to the present, active work is being carried out to introduce educational activities in the sphere of higher professional education at the Faculty of Engineering Education of the National Pedagogical Dragomanov University. During 6 years for the educational degree "Bachelor" in the field of knowledge 01 Education / Pedagogy specialty 015 "Vocational Education" 9 specializations were opened, namely: the food technology, the technology of light industry products, the design, the wood processing, the hospitality training, the computer technologies, the economics, the document management, the labor protection. The specialty 015 "Vocational education (in specialties)" is binary (double). The qualification "3340 Teacher of vocational training", which is conditioned by the successful psychological and pedagogical preparation of students, is common for all specializations. The importance of interdisciplinary links in the training of vocational education teachers is extremely important. Because, their successful implementation allows us to comprehend in the future polydisciplinarity and transdisciplinarity, as a strategies for the long and productive development of scientific knowledge.
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Fayazova, Fazilat. "Methodology Of Vocational Training And Pedagogical Practice As The Main Factors In The Preparation Of A Future Teacher Of Vocational Training." American Journal of Social Science and Education Innovations 03, no. 03 (March 7, 2021): 27–31. http://dx.doi.org/10.37547/tajssei/volume03issue03-04.
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The question of professional preparation of future specialists and their professional preparation opens up in this article. Pedagogical practice as basic factor of forming of future teacher of trade education. And also value of object "methodology of the vocational training" in forming of specialist, and also in passing of pedagogical practice in the field of trade education.
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Myronenko, T., and P. Kuzmenko. "WAYS OF IMPROVING PROFESSIONAL AND PEDAGOGICAL TRAINING OF FUTURE VOCATIONAL EDUCATION TEACHERS." Ukrainian professional education, no. 8 (November 25, 2020): 51–57. http://dx.doi.org/10.33989/2519-8254.2020.8.239453.
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The article is devoted to the issues of professionals in the field of vocational education training and the factors that affect the students’ and lecturers’ activities. Research of well-known scientists who deal with future professionals in the field of vocational education training (masters of vocational education, teachers of technology) in higher educational institutions (HEI) is analyzed; the formation of the teacher (lecturer) in the process of training is revealed.
The content and forms of educational motivation, which has specific components, are considered; the statement concerning the reasons of better results of the received knowledge when students consciously aspire to get a profession, to get competencies, to receive pleasure from the process of knowledge, to have material prosperity in the future is substantiated.
Emphasis is placed on the formation of the appropriate level of professional and pedagogical competence, including the basics of pedagogical skills of future professionals in the field of vocational education.
One of the main factors influencing the activities of both students and lecturers is the appropriate scientific and logistical base of higher education, which allows improving the quality of education through the use of various modern technologies, multimedia equipment, and technical means in the educational process.
It is proved that professional in the field of vocational education training is currently based on the formation of the necessary set of competencies: knowledge, skills, and methods of their use, personality traits, and pedagogical values to solve professional and pedagogical issues by mastering new technologies, techniques, and types of professional activities. It has been found that the activity of a modern professional in the field of vocational education as a teacher and an organizer is constantly expanding, so the ways to improve this activity are determined by the professional orientation of the educational process and compliance with the requirements for specialists to the social order; creating an atmosphere of partnership, joint productive activities of lecturers and students of higher education; modernization and improvement of technologies and methods of professional and personal development of vocational education teachers in the process of professional training.
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Smolyaninova, O. G., and V. V. Korshunova. "Activity Approach and Practice-oriented Primary Teacher Training, Experience of the Siberian Federal University." Psychological-Educational Studies 7, no. 4 (2015): 149–62. http://dx.doi.org/10.17759/psyedu.2015070414.
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Current issue was done under the Federal Target Education Development Program from 2011 to 2015, with the aim of networking development in vocational secondary education for teacher training based on new modules of applied bachelor programs focused on strengthening the practical orientation of future teacher training. This is considered as a basis of improvement of the federal higher educational standards, the development of new basic exemplary educational programs and finding new ways of educational outcomes assess according to the teacher professional standard. The authors believe that the successful activity in this area will improve the quality of primary school teachers training and will reduce the shortage of personnel in primary education and in secondary vocational education in Russia and Krasnoyarsk Territory in particular.
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Reddy, V. Devendar, N. Upadhayay, SK Yadav, and B. Subedi. "Outcomes of Medical Education in Nepal." Journal of Gandaki Medical College-Nepal 9, no. 2 (July 31, 2017): 63–64. http://dx.doi.org/10.3126/jgmcn.v9i2.17872.
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The standards of medical education in Nepal and other countries in Asia are improving gradually. The medical education is appeared to be student centered. But a teacher is also responsible to improve the academic standards and overall performance of the students. There is a need to provide short period of practical vocational training to teachers in the subject of their specialty. A better teacher trains the student in a better way than untrained medical personnel. In any class, the students are the best judges, so teachers should get a feedback from students after the class and it leads to better performance by a teacher in future classes. Journal of Gandaki Medical CollegeVolume, 09, Number 2, July December 2016, Page: 63-64
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Bijl, Andre J. Van der. "Integrating the World of Work Into Initial TVET Teacher Education in South Africa." Journal of Education and Research 11, no. 1 (May 18, 2021): 13–28. http://dx.doi.org/10.51474/jer.v11i1.496.
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South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL) component of TVET and adult and community education and training lecturer qualification programmes’. The key output of this project was the development of a comprehensive curriculum framework for the industry-WIL component of the qualifications. This paper provides a reflective analysis of the multiple institutions, the national process through which the curriculum framework was developed and the knowledge generated through it.
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Afanasiev, D. V., O. A. Denisova, O. L. Lekhanova, and V. N. Ponikarova. "Higher Education Teacher Readiness for Inclusive Education." Psychological-Educational Studies 11, no. 3 (2019): 128–42. http://dx.doi.org/10.17759/psyedu.2019110311.
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Higher education of persons with disabilities and persons with disabilities is among the priorities of the state and society. The solution of the task of vocational education and employment of people with disabilities is determined by a complex of interrelated factors, including the readiness of university staff to implement the practice of inclusive higher education. Teachers engaged in the inclusive education of students with disabilities must have certain professional characteristics. According to the professional standard, the list of professional competencies of a higher education teacher weakly reveals the specifics of the activities of a specialist in the area of inclusive higher education. Available studies confirm the need for a deeper study of the issue of diagnostics and the formation of readiness of university teachers for professional activities in an inclusive education. The long-term studies described in the article were based on the hypothesis that training university teachers for professional activities in an inclusive education environment should include a full cycle of activities including screening diagnostics, the implementation of an additional education program, group support and advisory support, and dynamic tracking of the level of readiness. The study was implemented from 2013 to 2019. The total sample of the study was 562 people, teachers and employees of 25 universities of the North-West Federal District. A representative sample of the study was 327 people, teachers and staff who went through all stages of the study. The results of the study make it possible to assess the readiness of higher school teachers for professional activities in an inclusive education from pre-readiness to inclusive readiness inclusive. The results of the formative part of the study showed that the general and specific personality characteristics that determine the success of activities in the field of inclusive higher education arise in the process of special education, professional activity in the context of inclusion and with mandatory support of teachers from the staff of inclusive education resource centers. This leads to an increase in the proportion of university teachers who have a positive attitude towards inclusive education, demonstrating productive coping strategies, an optimal, advanced and acceptable level of readiness for inclusive higher education.
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Samoilova, Mariya Vasil'evna. "ESSENTIAL CHARACTERISTIC OF PEDAGOGICAL PROJECTING WHILE TRAINING A FUTURE TEACHER OF VOCATIONAL EDUCATION." Pedagogy. Issues of Theory and Practice, no. 4 (December 2019): 196–99. http://dx.doi.org/10.30853/pedagogy.2019.4.36.
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Studinski, Volodymyr, and Tetyana Shchypska. "Economic and organizational principles of improving the activities of teachers in the system of professional (vocational) education of Ukraine." University Economic Bulletin, no. 49 (May 22, 2021): 36–41. http://dx.doi.org/10.31470/2306-546x-2021-49-36-41.
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Formulation of the problem. Modern conditions of accelerated intellectual, scientific, industrial development, which takes place in the conditions of deep economic integration and globalization of social relations. Even in the context of the global Covid-19 pandemic, such processes have not slowed down, but have shifted to other forms in the system of digitalization of integration-global speakers. In such conditions, new questions, challenges and challenges arise before the system of professional training in all spheres of human life. Vocational school of Ukraine also receives appropriate signals in the process of its operation. The main figure in the training of skilled workers in all sectors of the economy is a teacher of a vocational school. It sharpens all the strategic objectives of the vocational school, which he must implement in the actual practice of training. In this process, organizational and economic components are important. Analysis of recent research and publications. This issue is directly or indirectly considered in studies that in one way or another relate to the development of vocational education in individual educational institutions, countries, within certain dimensions of civilization, continental and global. In covering the relevant issues, we can pay attention to the work of both domestic and foreign researchers. In particular, this applies to the works of K. Gnezdylova, N. Makhyna, V. Sydorenko, G. Studinska, O. Shevchuk, T. Shchypska and others. The purpose of this study is to determine the economic and organizational foundations of the vocational school teacher and improve the system of pedagogical work in the vocational school in terms of modern reforms of the national educational system. Materials and methods. The implementation of this study is based on the following principles: conceptuality, which allows to obtain integrated results; analytical, which allows for a comprehensive study of the issue and identify its individual components; debatability, which allows the admission of different views on this issue. Results of the research. The article attempts to consider the basic issues of organizational and economic nature in the system of teachers of vocational (vocational) education in Ukraine. The teacher in this system is considered as a key figure in the system of educational and professional services in the field of training workers. An important aspect in this is the process of organizing the activities of a teacher in a vocational school. In particular, it concerns such aspects as working conditions, workload distribution, organization of scientific, exploratory, creative extracurricular work with students and more. At the same time, the economic component is of key importance here: material and technical support of the educational institution, and the corresponding working conditions of the teaching staff in general and each teacher in particular; system of remuneration of the teacher and material and moral encouragement of his work. The main principles of such an organizational and economic mechanism can be a clear definition of strategic objectives of professional (vocational) education of the country, a separate educational institution, which determine the professional activity of the teacher. In this regard, the economic (financial) basis for the implementation of the relevant educational and professional strategy is determined. The main executive figure in such conditions is the teacher. Conclusions. The activity of a teacher in the system of professional (vocational) education of Ukraine is determined by the strategic directions of the general national policy in the field of training for the domestic economy, as well as the identified priorities of a particular educational institution. The importance of the organizational and economic system is that it ensures the actual functioning of educational strategic areas in the training of professionals and stimulates the work of the direct executor - a teacher of professional (vocational) education.
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Zahro, Siti. "Head-to-Head Comparison between Indonesia and Taiwan to Provide Professional Vocational Teachers in Fashion Education." Jurnal Pendidikan Teknologi dan Kejuruan 25, no. 2 (October 1, 2019): 177–86. http://dx.doi.org/10.21831/jptk.v25i2.26773.
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Teachers must have three major components, including content knowledge, pedagogical knowledge, and pedagogical content knowledge. A teacher of Technology and Vocational Education and Training (TVET) has an important role in the learning process of students in vocational education because the quality of teachers determines that of graduates of vocational schools. Therefore, the teacher candidates in TVET must have work experiences in the industry, so that they produce students who have high quality and can compete in the labour market. The teacher candidates must be prepared through a process of quality education to become professional teachers in the future. Providing professional fashion teacher candidates is not easy, for it takes a certain curriculum content and long processes. With literature review method with head-to-head approach, the paper aims to understand how to provide professional teachers for fashion department. Furthermore, the curriculum of fashion teacher candidates in Taiwan and Indonesia, the line of becoming professional TVET teacher, and future framework for establishing professional teachers in Indonesia were discussed
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Byndas, Olena. "Professional Training of Foreign Languages Teachers in Austria." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 76–83. http://dx.doi.org/10.2478/rpp-2014-0023.
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Abstract The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers’ professional training and their practical availability for service in school, have been observed. The problem of hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training, has been researched. The requirements for knowledge, abilities and skills of applicants to teacher training colleges and universities have been determined. The curriculum of teacher education for students, depending on the chosen type of school, has been analyzed. The features of the two-level training for teachers of foreign languages (German and English) have been analyzed. The importance of pre-vocational work carried out to validate students’ choice of teaching profession has been proved. Requirements for professional practical training in school, for production practical training that future teachers of foreign languages have in manufacturing, processing, service, trade; and for speech practical training abroad have been considered. It is important that a high level of knowledge and successfully completed practical trainings allow graduates of teacher training colleges and universities to qualify not only as a teacher of foreign languages, but also a translator or a guide-interpreter in different areas of service. The analysis has highlighted the promising first-hand ideas of the Austrian system of teacher training, its achievements and aspirations
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Protsko, Yevheniya. "Requirements to the Professional Competence of English Language Teachers in Belgium." Comparative Professional Pedagogy 4, no. 3 (September 1, 2014): 77–82. http://dx.doi.org/10.2478/rpp-2014-0039.
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Abstract The concept of a teacher competence in the works of national and foreign scholars has been investigated in the article. The author describes the standards for English teachers in Belgium that is considered to be an inalienable element of the European education. The qualified training of the teachers is denoted as pedagogical, didactic and methodical knowledge mastering and obtaining research and practical skills. In Belgium vocational education in general and teacher training in particular are described as training of an educational specialist with vocational, organizational, communicative skills and high level of the competence.
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Danilaev, D. P., and N. N. Malivanov. "Technological Education and Engineering Pedagogy." Education and science journal 22, no. 3 (April 29, 2020): 55–82. http://dx.doi.org/10.17853/1994-5639-2020-3-55-82.
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Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of “universal digital literacy”, which affected the content of teachers’ work.The peculiarity of a teacher’s work in the considered professional and pedagogical activity is the integration of pedagogical, psychological and technicaltechnological components. Currently, there is increased deficit of qualified technology teachers. The modern system of teacher education does not imply fundamental technical training and the training of technical specialists does not require the formation of psychological and pedagogical competencies. The approaches to solve the problem can be drawn from the theory and practical application of vocational pedagogy. Primarily, engineering pedagogy is intended to ensure the quality of personnel of teaching community in engineering institutions.The aim of the present article is to justify the appropriateness of using the methodology of engineering pedagogy in the training of teachers of technological education and the need for expanding of relevant educational programmes in graduate school and in the continuing education system in technical universities.Methodology and research methods. The research was based on the following methodology: the provisions of professionology; systematic analysis of applied aspects of engineering pedagogy; the principle of convergence, defining interdisciplinary and supra-professional relationships, contributes to the design and promotion of the transprofessional nature of actors; the main principle of operation and development of the system of vocational and pedagogical training and advanced training of teachers (including technology teachers) – synchronised content of teaching with scientific, technical and technological innovations.Results and scientific novelty. The authors show the relationship between engineering and technological education goals, based on shared general activity nature. Scientific grounds for the development of engineering pedagogy in terms of training of teachers of technology are identified. The triplicity of such training is demonstrated: the qualification required to be a technology teacher implies possession of effective educational methods, knowledge of child psychology and competences in the field of modern digital technologies and technological equipment. The constantly growing level of knowledge intensity of the latter and the specific intertwining of humanitarian, natural science and applied components in the work of the technology teacher show that the system of his or her continuing education, retraining and advanced training should be organised. On the basis of the technical specialty received earlier, the opportunities of such an organisation, including technical universities, are presented. One effective option could be the development of a digital cluster – a platform, which integrates the resources of educational institutions of different stages, production structures, as well as enterprises of medium and small business. The operation of this cluster will contribute to the rapid spread of modern technologies and it will provide their accessibility and continuity of technological education in school, as well as in secondary vocational and higher education. The common information space will ensure to provide the coordination of instrumental training elements, to compare methods and develop personality-oriented approaches with the help of distance technologies. In addition, the digital cluster can serve as a mechanism for selection and retraining of teachers of universities, technical schools and technology teachers through the formation of a database providing information on mentors with unique competencies.Practical significance. The authors believe that the present research could be useful for the development of alternative methods and forms of training of vocational and pedagogical personnel.