Explicating the Experience of Beginner Vocational Teachers

Abstract

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