The Improvement of Professional Competences of Culture-Based Vocational Education Teacher

Introduction. Training, professional development and evaluation of professional competence of vocational education teachers is considered to be the basis of providing any national economy with qualified workers and specialists. It has been increasingly recognized that more attention needs to be paid to this area. The vocational training systems are currently undergoing significant changes worldwide and require new strategies for administrative decisions. The purpose of this article is to analyze and systematize the international experience of training, professional development and competence assessment of vocational education teachers with a focus on Germany, Finland, and China in order to take it into account in modern Russian education. Materials and Methods. The theoretical and methodological basis of the research includes theories of vocational training and vocational teacher education, theories focusing on the content of vocational and teacher education and professional development of teaching staff. The authors used the following research methods: reviewing and comparative analysis of scholarly literature, reports of state institutions, regulations, and websites of educational settings in Germany, Finland and China. Results. The authors have identified trends in the convergence of qualifications and positions of teachers of professional disciplines and industrial instructors. Significant differences in the qualifications and skills of teachers and instructors in the workplace have been identified. Among the forms of professional development for vocational teachers, the authors have highlighted in-service training and activities focused in teaching methods and curriculum development. It is emphasized that the development of teachers' competence is gradual and level-based, the set of skills being determined by vocational education positions, duties and responsibilities In the countries analyzed, internships and professional self-assessment play a particularly important role in the professional development of vocational school teachers. Conclusions. A comparative international analysis of training, professional development and competence assessment of vocational teachers has enabled the authors to determine the main vectors for updating the system of professional training and vocational teacher education in Russia.

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

Introduction. The strategic vision for modernizing vocational (vocational-technical) education is creating sufficient conditions for the development of vocational (vocational-technical) education students as comprehensively developed individuals and qualified workers. It aims to shape their value orientations and the competencies necessary for successful self-realization, fostering responsible citizens capable of making conscious social choices and directing their activities for the benefit of others and society. This contributes to realizing their potential and ensuring Ukraine's sustainable development. One of the key conditions for this is providing vocational (vocational-technical) and professional pre-higher education institutions with vocational education teachers who possess a high level of professional competence. Purpose. The purpose of this article is to define the content and structure of the professional competence of future vocational education teachers. Methods. Analysis of practical problem, recent researches and publications; generalization of the results of the study. Results. The study examines the current state of the formation of future vocational education teachers’ professional competence. It includes an analysis of research findings and state regulatory documents on vocational education that address the implementation of a competence-based approach in organizing and conducting professional training for future specialists. Originality. Educational-professional programs, curricula, and course syllabi of Ukrainian higher education institutions that train bachelor's degree students in the specialty 015 Vocational Education (by specializations) were analyzed to assess the formation of future vocational education teachers’ professional competence. The article reveals the content of the structural components of future vocational education teachers’ professional competence, including the value-motivational, intellectual-cognitive, communicative, activity-based, and reflexive-evaluative components. Conclusion. Our analysis of educational-professional programs, curricula, and regulatory documents proves that the modernization of professional training for future vocational education teachers is currently being carried out in accordance with standards, new employer requirements, innovations in the economy and society, the implementation of new technologies, and the evolving requirements for future vocational education teachers’ professional competence. The holistic structure of professional competence harmoniously integrates and interconnects professional-pedagogical knowledge, skills, practical abilities, value orientations, needs, and motivations. It ensures the high-efficiency performance of professional functions in vocational (vocational-technical) and professional pre-higher education institutions, aligning with the value-motivational, intellectual-cognitive, communicative, activity-based, and reflexive-evaluative components.

The purpose of this study is to explore the roadmap of performance competency of vocational training teachers belonging to TCPDD under the Korea Employment Agency for Persons with Disabilities, focusing on PDD's perspective on lifelong vocational competency development. The research method was composed of the process of participating observation and FGI with experts in related fields, and the data collection and analysis work was carried out by synthesizing the response data through FGI and journal writing through participant observation. The contents of the study were presented in the context and level of the roadmap for the competencies of vocational training teachers working at the TCPDD under the Korea Employment Agency for Persons with Disabilities. Accordingly, the performance competency of the above vocational training teachers was presented in three major dimensions. Basic cognitive and motivational competencies, educational professional competencies, and administrative professional competencies are the results. In detail, in relation to the above three upper competencies, competencies for understanding the specificity of developmental disabilities, competencies for understanding lifelong education convergence based on individualized rehabilitation plan (IRP) or individualized-based planning (IBP), competencies for business jobs and lifelong vocational self-reliance development, generalization-based job virtual reality (VR) restructuring planning competencies, competencies for utilizing professional teacher-type vocational teaching and learning, competencies for circulation leadership between lifelong education and employment services, and competencies for establishing and operating a cooperative system between related institutions were presented. Through the results of the study, it was understood that TCPDD under the Korea Employment Agency for Persons with Disabilities has the status and identity to lead the importance and practice of vocational training at the level of the starting point for the transition of PDD to adulthood, and it was analyzed that whether the performance capabilities of vocational training teachers belonging to TCPDD are embodied in the level and context of the roadmap is the biggest task.

This study aimed to find out the effect of professional competency, compensation, working climate, and motivation on the performance of vocational teachers in Muaro Jambi Regency. The data were collected through an empirically validated questionnaire from 212 respondents. The variables consisted of professional teacher competency (X1), compensation (X2), and working climate (X3), and one moderator variable; motivation (Y), and one bound variable; teacher performance (Z). Descriptive and inferential analysis technique was used to analyze the data through SPSS and Smart PLS 3.2.7 applications. The results of descriptive analysis illustrated that teacher performance, teacher professional competency, working climate and working motivation in the very high category. At the same time, compensation fell into the good category. The statistical analysis results revealed that teacher professional competency, compensation, and working climate affected teacher working motivation, while professional teacher competency, working climate, and motivation involved teacher performance. Compensation was predicted not to affect teacher performance where P-Value 0.810 was greater than 0.05. Teacher professional competency, compensation, and working climate affected teacher performance through motivation as moderator variables to teacher performance. Professional teacher competency, compensation, and working climate were predicted to have a simultaneous effect on teacher working motivation. Professional teacher competency, compensation, working climate, and motivation were predicted to have a simultaneous effect on teacher performance. It is recommended that vocational school teachers in Muaro Jambi regency improve their performance for better student learning achievement.

<p>Teacher professionalism is needed for quality education. The current practice for increasing teacher professionalism is to use skill applications. However, the implementation of skill applications has, in fact, not succeeded in significantly increasing teacher professionalism. This study aims to explain the importance of an effective skill application model coupled with a comprehensive approach to raise the level of teacher competence. This study is qualitative with its data derived from observations, interviews, and questionnaires. The paper's research findings show that existing programs are not sufficiently enhancing teacher competencies and professionalism. Various teacher professional development activities are conducted; however, there has been no continuous post-activity follow-up. These professional development activities tend only to fulfill the administrative requirements for teacher promotion. What is needed is a comprehensive and continuous teacher professionalism assessment model, which is underpinned by a system of mentoring. This study has implications for evaluating the teacher's professional competencies. More comprehensive skill applications need to be formulated as part of an integrated, sustainable, and mentoring [terpadu, sustainable, pendampingan-TSP] approach to develop teacher professionalism significantly.</p>

A causal model development of professional teachers in vocational education

Context: The context of the study is vocational teacher education and the participants are vocational student teachers. They are studying in a blended learning setting as part time students. They represent several disciplines of vocational education and training. The vocational teacher studies take one year and are 60 credits. The study relates to the discussion of vocational education and training (VET) and teachers’ competencies that they are transferring to their VET students by sharing the knowledge of their subject area and working practices. This study is an exploration of one of these working practices: making competence visible in a digital format.Approach: Student teachers’ descriptions of their practices and recommendations of supportive methods for composing an ePortfolio are reviewed and their motivation to compose an ePortfolio is studied as a part of the personal learning environment (PLE) philosophy.Findings: The data revealed some typical practices, such as composing an ePortfolio (the most popular ways of doing this were recording reflections in a learning diary and using digital tools to document artefacts) and making vocational teachers’ competence visible through an ePortfolio (understanding the difference between workspace and showcase portfolios and what kinds of competence to document). The recommendations mentioned by participants were supportive methods of composing an ePortfolio (collaborative learning processes with peers, lecturers’ feedback and assessment and clear instructions) as well as methods of making vocational teachers’ competence visible (e.g. orientation to ePortfolio work using learning objectives and assessment criteria for ePortfolios). Participating student teachers are/were motivated to work with ePortfolios in various ways and expressed an intrinsic motivation to pursue personal growth and become a vocational teacher.Conclusions: The study revealed vocational student teachers’ various perceptions of scaffolding and motivational orientations to make their competence visible through ePortfolios. These can be used to design scaffolding processes to support students’ ePortfolio activities. ePortfolios are used as a study method to promote student teachers’ career development and personal growth and to help them acquire teacher competencies. The study concludes with a review of the learning objectives and the assessment criteria for the ePortfolio process in a vocational teacher education program.

Introduction. The quality and effectiveness of career guidance work depend on the level of career guidance competence of educators. Therefore, vocational education teachers need to be well-oriented in the modern world of professions and methods of career guidance. In this regard, there is a necessity to develop future educators' readiness for career guidance. This requires the development and implementation of effective pedagogical conditions that will contribute to successfully fostering such readiness. Purpose ‒ justification of a set of pedagogical conditions that ensure the formation of readiness among future vocational education teachers for career guidance work with high school students.. Methods: analysis of practical problem, recent researches and publications; generalization of the results of the study. Results. It is emphasized that, to successfully fulfill the social responsibility of familiarizing high school students with modern professions, a teacher must possess specific career guidance knowledge and skills that enhance the effectiveness of this work. At the same time, it is noted that students in pedagogical specialties often lack sufficient mastery of educational materials related to future career guidance activities, complicating their preparation for this task. The simultaneous implementation of effective pedagogical conditions in the educational process contributes not only to the qualitative content and methodological enrichment but also to the optimization of the training process for future vocational education teachers for career guidance activities. It is demonstrated that such pedagogical conditions are aimed at developing career-oriented thinking, supporting the professional and personal formation of future teachers, and equipping them with the necessary competence-based knowledge and practical skills for effective career guidance work. Originality.The readiness of future vocational education teachers for career guidance activities with high school students is examined through the lens of the professional training system. Conclusion. The formation of the professional orientation competence of vocational education teachers is achieved under the following conditions: the implementation of innovative technologies in the educational process; ensuring students understand the importance of vocational orientation work; combining the efforts of teachers from all disciplines; the realization of tasks of a vocational orientation nature during pedagogical practice; and involving students in organizing collaborative work between schools, vocational orientation organizations, and vocational education institutions Keywords: future vocational education teachers, readiness for career guidance activities, pedagogical conditions, professional training.

Abstract：The educational capacity of vocational education teachers is a key factor in enhancing teaching quality and students' professional competence. Existing research and policy documents indicate that the training of dual-skilled teachers, the optimization of school-enterprise cooperation models, and the establishment of lifelong learning mechanisms are the main pathways for enhancing teachers' educational capacity. However, there is still controversy regarding the definition of capability components, the depth of school-enterprise cooperation, and the effectiveness of training models. To address these issues, this study primarily employs literature research and case analysis to systematically review recent theoretical and practical achievements in improving vocational education teachers' educational capacity. Through analysis of typical school-enterprise cooperation cases, it explores effective strategies for improving teachers’ educational capacity. The study finds that the cultivation of dual-skilled teachers is a core approach to improving teachers' educational capacity. The key to success lies in deep school-enterprise cooperation and the integration of practical skills with teaching abilities. The lifelong learning mechanism needs to rely on information platforms and diversified training formats to enhance the flexibility and efficiency of teachers’ continuous learning. Additionally, the enthusiasm of enterprises to participate and unified cooperation standards are key factors influencing the success of cooperation. This study further proposes strategies to establish a long-term mechanism for cultivating dual-skilled teachers, improve the teacher educational capacity evaluation system, and innovate training and lifelong learning support systems, providing theoretical support and practical references for the enhancement of vocational education teachers’ capabilities. Future research is recommended to focus on the priority order of capability components, regional differences, and the application of digital technologies.

The article deals with future foreign language teachers' viewpoints on teacher's professional competencies as one of the influential factors on the development of their moral attitudes. The objective was set to determine the respondents' viewpoints on their professional linguistic, professional pedagogical, intercultural and general competencies and to determine the possible correlations between the respondents' viewpoints on teacher's competencies and moral values, comprising the content of the cognitive-meaningful component of moral attitude. The research revealed that the majority of the respondents think that foreign language teachers should firstly acquire professional linguistic competence, secondly - professional pedagogic, thirdly - intercultural competence and fourthly - the teacher's general competence. The research revealed the strongest correlations between the respondents' views on professional pedagogic and general competencies and the components of moral attitude, the most significant being with the general competence. The respondents' viewpoints on teacher's competencies can have the greatest impact on the cognitive-meaningful component of moral attitude. Numerous correlations between the respondents' viewpoints on general and professional pedagogic competencies of teacher's profession and the acknowledgment and meaningfulness of the significance of moral values were established. The conclusion was made that the respondents' viewpoints on general competence are likely to be most influential on the development of future foreign language teachers' moral attitudes. Therefore, foreign language teaching process should be more focused on fostering general competence, thus providing more favorable possibilities for the development of future teachers' moral attitudes. http://dx.doi.org/10.5755/j01.sal.0.18.421

To provide high-quality education, teachers in vocational education are expected to keep their knowledge up to date. Vocational teachers’ knowledge includes both teaching knowledge and knowledge about the vocational practice teachers educate their students for. Research on teachers’ knowledge predominantly focuses on classroom practices in the context of primary and secondary education. There is significantly less research on vocational teachers’ knowledge and to the full extent of their teaching vocation within and beyond classroom practices. A study with repeated measures was conducted to explore what characterises vocational teachers’ knowledge. Over 3 years, 22 experienced vocational teachers annually constructed concept maps to articulate their knowledge. The content and nature of these concept maps were analysed using a framework developed in previous research. Results show that the nature of vocational teachers’ knowledge can be characterised as concrete, specific, and complex. The content of vocational teachers’ knowledge comprises knowledge about the process of teaching and coaching students, students’ vocational practice, organisational knowledge both inside and outside school boundaries, and knowledge about navigating between stakeholders and contexts. These results may inform professional development programmes and teacher education and stimulate an ongoing dialogue on professional standards in vocational education.

This journal aims to identify, analyze and evaluate the implementation of teacher competency improvement programs in an effort to improve the quality of graduates of SD Negeri Kedaung Wetan 7, Neglasari District, Tangerang City, Banten. The method used is descriptive qualitative method, including data collection using observation, interviews and documentation. Interviews were conducted with principals, vice principals, teachers, school committees, parents and students. Evaluation analysis using a discrepancy evaluation model. The findings of this study: (1) Preparation of the design in the form of guidelines or standards of professional competence of teachers. (2) The installation of a review of standards or guidelines for the implementation of teacher professional competence improvement and infrastructure facilities have not fully supported the improvement of teacher professional competence. (3) Process: the obstacles for teachers have not carried out their duties and functions as educators and reformers. Improving the quality of graduates is marked by the achievement of KKM scores and changes in students: more disciplined, creative and innovative in terms of cognitive, affective and psychomotor. (4) The results of improving the professional competence of teachers can be felt by schools, teachers and students. It directly affects the quality of graduates. (5) Comparison. The improvement of the professional competence of teachers continues on an ongoing basis and is recorded in the form of written reports and submitted in stages to education policy makers. Various efforts made by the school management must be balanced with good collaboration and cooperation with parents and other school community members. Suggestions from parents are also very meaningful for schools in carrying out improving the professional competence of teachers in their own schools. This research is expected to: (1) increase the knowledge and insight of researchers, (2) materials for self-introspection and future teacher career development, especially teacher professional competence and the quality of graduates, (3) consideration for school principals, especially in determining policies for evaluating professional competence programs teachers and the quality of graduates and (4) material for consideration of central or regional government policies so that efforts to increase the distribution of education quality through teacher competence.
 Keywords: Teacher Professional Competence, Graduate Quality, DEM

This research aimed to 1) study the components and indicators of innovative competency of vocational teachers, 2) study the current status, desired status and needs in developing innovative competency of vocational teachers, 3) develop innovative competency of vocational teachers through professional learning communities, and 4) evaluate the outcomes of innovative competency development of vocational teachers. The research was divided into 4 phases: Phase 1 studied the components and indicators of innovative competency of vocational teachers. The informants were 9 qualified persons who were selected by purposive selection. Phase 2 studied the current status, desired status and needs in developing innovative competency of vocational teachers. The sample group was 234 administrators and teachers from government vocational education institutions in Roi Et Province, selected by stratified random sampling. Phase 3 developed innovative competency of vocational teachers through professional learning communities. The target group was 9 teachers who volunteered to participate in the development. Phase 4 evaluated the outcomes of developing innovative competency of vocational teachers. The informants were 9 teachers who volunteered to participate in the development. The research instruments were interview forms, observation forms, assessment forms, and questionnaires, with a reliability of 0.937 for the entire questionnaire. Data were analyzed using basic statistics, the priority need index, and inductive analysis. The research results found that: There were 4 components and 14 indicators of innovation competence in vocational education teachers, consisting of: 1) Creativity, with 4 indicators; 2) Application of knowledge to develop innovation, with 3 indicators; 3) Creative confidence, with 3 indicators; and 4) Teamwork, with 4 indicators. The current state of innovation competence in vocational education teachers is at a high level, and the overall desired state is at the highest level. The needs for innovation competence development in vocational education teachers are ranked as follows: 1) Application of knowledge to develop innovation; 2) Creative thinking; and 3) Creative confidence and teamwork, which have the same need index for development. The results of the development of innovative competence of vocational teachers with professional learning communities in 4 components, 14 empirical goals in the first round of research, 9 items were successfully developed, 5 items were not successfully developed, namely 1) teachers think outside the box to create works, 2) teachers have new ideas that are useful, 3) teachers design innovations, 4) teachers have skills in testing innovations, and 5) teachers can communicate effectively. When developing again in the second round of research, all empirical goals were successfully developed. 4. The results of the development of innovative competence of vocational teachers through professional learning communities found that there was a change resulting from learning by doing at the individual, group, and organizational levels. At the individual level, there was learning from following the research steps, there was an exchange of knowledge and experiences about creating inventions and innovations continuously. At the group level, there was a culture of systematic collaboration and a strong network of innovative teachers within the educational institution. At the organizational level, executives, teachers, and personnel had an effective knowledge management approach for developing innovative competence of teachers, an organizational culture that emphasized learning by doing, and the overall product innovation evaluation results were at a very good level

The study aimed to identify The role of learning community professionals in developing professional competence among Teachers of vocational education in Jordan and its relationship to the variables of gender, educational qualification, and number of years of academic experience, The descriptive approach was used, in addition to the use of the questionnaire as a tool for the study, which was applied to (250) male and female teachers of vocational education in Jordan, in the second semester of the academic year (2022/2023); And study has found to The role of professional learning communities in the development of professional competence for vocational education teachers in Jordan. It was average with an arithmetic average of (3.49), The study also found that there were no statistically significant differences due to the variables of gender and the number of years of experience, but it was found that there were statistically significant differences due to the educational qualification variable, which was in favor of postgraduate studies.