Vocational Pedagogical Decisions of Malaysian and Indonesian Non-Engineering TVET Teachers

Abstract

A teacher's pedagogical decisions determine the quality and effectiveness of the teaching and learning process while academic content (practical or theories), as well as teachers cultural background (as indicated by teacher's nationality), can influence teachers' decision makings. Thus, the aim of this study was to identify the dominant pedagogical decisions as practiced by non-engineering [technical and vocational education and training] TVET teachers in two countries namely Malaysia and Indonesia. A survey was conducted on 312 Malaysian Vocational College (VC) and 200 Indonesian Vocational Senior Secondary School (VSSS) teachers. A questionnaire consisting of 33 items on pedagogical decisions was used to gather data on teacher's pedagogical decisions. Descriptive analysis conducted on the data indicate that the findings indicate that there are similar in vocational pedagogical decisions used by Malaysian-Indonesian respondents based on 'Role of Teacher', 'Nature of Knowing', 'Organization of Time', 'Content of Curriculum', 'Organization of Space', 'Approach to Task' and 'Visibility of Processes'. In addition, this study found that Malaysian non-engineering TVET teachers are more likely to use student-centered teaching to deliver 'theory'. While Indonesian non-engineering TVET teachers are more likely to use teacher-centered teaching to deliver 'theory'.