Competence Of Vocational Teachers Research Articles

Competences for the Application and Promotion of Technology in Vocational Professional Teacher Education: A Case Study of China

The application of technology in vocational education teacher education is becoming more and more important, and it has become a trend that cannot be ignored, especially under the influence of the digital age and the epidemic, the process of technology application has been accelerated. Studies have shown that the use of technology-based teaching resources such as multimedia courseware, digital textbooks, and distance online courses can provide students with a rich and varied learning experience, thereby improving the quality of teaching. Technology can also increase the effectiveness of teacher training programs by providing teachers with flexible and convenient ways to acquire new knowledge and skills. This paper takes China as a case study on higher vocational education in different regions of the country, using methods such as investigation, interview and analysis, to explore the status quo, problems and reasons for the application of technology in the current vocational professional teacher education process. Finally, try to make some suggestions on how to use technology to improve the competence of vocational teachers in higher vocational colleges.

Optimasi Kesiapan Kerja Siswa SMK Master Indonesia Bogor Melalui Pelatihan Berbasis Industri

Community service at Master Indonesia Vocational High School (SMK) Bogor in 2022 aims to improve the competence of vocational teachers and the quality of vocational education. The program consists of two phases, namely Phase I in February and Phase II in May. In the planning phase, an initial evaluation of teachers' needs was used to design a responsive training program. The implementation phase provided training and technical support to teachers, resulting in significant improvements in teaching skills and technical knowledge. The assessment phase, measures the effectiveness of the program and forms the basis for program improvements in Phase II. The program is updated based on teacher and student responses. The continuous evaluation phase, enabling the monitoring of long-term impacts, including improvements in teachers' competencies and students' motivation. In conclusion, the program successfully improved the quality of vocational education and motivated students to pursue careers in vocational fields. These results suggest that investments in vocational education can create significant positive changes in students' preparation for the competitive world of work.

Enhancing the Professional Competence of Vocational School Teachers Through a Knowledge Management System-Based Training Model

The role of the Computer Network Engineering MGMP forum could have been more optimal in developing professional competence. If one pays attention to the usefulness of this forum, it is essential to support the improvement and development of the professional competence of SMK Computer Network Engineering teachers. This research aims to develop a Knowledge Management System-Based Training Model to improve the professional competence of vocational teachers. This research is research and development. This study uses the ADDIE development procedure. The subjects of this study were 35 teachers at SMK Computer Network Engineering Skills. The methods used to collect data are interviews and questionnaires. The data collection instrument uses a questionnaire sheet. The data analysis technique for this research is descriptive statistics. The results of this study, namely the needs analysis, show the level of need for this training model is 83.65%. The syntax of this model is an introduction, demonstration, discussion, B-KMS training, and evaluation. Products consisting of training models in book form; implementation of activity in the form of a guidebook; training materials in book form; use of applications in the form of books for admins and users; knowledge management system application. The study results show that this training model is valid, practical, effective and appropriate for use to improve teachers' professional competence.

Efektivitas Program Upskilling dan Reskilling bagi Peningkatan Kompetensi Guru SMK di Kota Medan

The purpose of this study was to determine and analyze the effectiveness of upskilling and reskilling programs and the professional competence of vocational teachers before and after attending upskilling and reskilling training in Kota Medan. This research uses a combination approach (mix method), with a sequential exploratory. The study began by collecting qualitative data and continued with quantitative research on the professional competence of vocational school teachers before and after attending upskilling and reskilling training using a questionnaire. The research was carried out at SMK Negeri 2 Medan, SMK Negeri 7 Medan, SMK Negeri 9 Medan, SMK Swasta Dwi Warna and SMK Swasta Taman Siswa Medan. Primary data sources come from the results of interviews and questionnaires to 20 teachers who have attended upskilling and reskilling training. The findings of the study showed that the upskilling and reskilling program for increasing the professional competence of vocational teachers in Kota Medan was effective, and from the results of the questionnaire it was seen that there was an increase in the professional competence of vocational teachers after attending this training where the average data of teacher professional competence before attending upskilling and reskilling training is 45.30 and the average professional competence of teachers after attending the upskilling and reskilling training is 49.95, with an average increase in teacher professional competence of 4.65, the results of the paired sample test correlations about the relationship (correlation) between the data before attending the upskilling and reskilling training and the data after attending the upskilling and reskilling training obtained a correlation value of 0.909, the results of the paired sample test obtained a data significance value of 0.000 <0.005 which means that there is a significant difference between the professional competence of teachers before attending the training and after attending the training. upskilling and reskilling training.

Basic Competency Level Of Vocational Teachers In Understanding The Curriculum 2013

The general purpose of this research is to determine the basic level of Competence of vocational teachers in understanding the Curriculum in 2013 in Bengkulu City. The specific purpose of this research is: (1) To find out the level of professional Competence of vocational teachers in understanding the Curriculum in 2013 in Bengkulu City; (b) To find out the level of pedagogic Competence of vocational teachers in understanding the Curriculum in 2013 in Bengkulu City; (c) To find out the level of personality competence of vocational teachers in understanding the Curriculum in 2013 in Bengkulu City; (d) To find out the level of social Competence of vocational teachers in understanding the 2013 curriculum in Bengkulu City. This research method uses a descriptive-analytical research approach. This research wants to describe the basic competency level of vocational teachers in understanding the Curriculum in 2013. This research place is at SMK in Bengkulu City. The population in this research were all vocational teachers in Bengkulu City. This research sample relates to the level of Competence of vocational teachers in understanding the Curriculum in 2013, amounting to 50 teachers. Sampling is used using random sampling techniques with lottery techniques—data collection techniques using questionnaires and documents. Questionnaires are used to trace data on the basic level of Competence of vocational teachers in understanding the Curriculum in 2013. To see and prove that the questionnaire is valid is done expert validation. The document was used to collect data on the number of teachers in SMK Kota Bengkulu. After the data is verified, processed with statistical percentage techniques, analyzed, and made conclusions. The study concluded that: (1) The level of pedagogical Competence of teachers of SMK Kota Bengkulu in understanding the Curriculum in 2013 amounted to 52% (Very UnderstandingUnderstanding) and 48% (Sufficient Understanding); (2) The level of professional Competence of teachers of SMK Kota Bengkulu in understanding the Curriculum in 2013 amounted to 31.5% (Sufficient Understanding) and 68.5 % (Very UnderstandingUnderstanding); (3) The level of personality competence of teachers of SMK Kota Bengkulu in understanding the Curriculum in 2013 amounted to 17.3% (Sufficient Understanding) and 82.6 % (Very UnderstandingUnderstanding); (4) The level of social Competence of teachers of SMK Kota Bengkulu in understanding the Curriculum in 2013 amounted to 42.4% (Sufficient Understanding) and 56.6% (Very UnderstandingUnderstanding).

Industrial Apprenticeship Model Based on Work-Based Learning for Pre-service Teachers in Automotive Engineering

The low vocational competence of vocational teachers has become an essential issue in the last few decades. This problem is due to the lack of actual work experience in the industry for vocational teachers. One of the vocational skills improvement programs that are considered adequate is the industrial apprenticeship program. Many studies discuss apprenticeships, but there are still limited studies that examine effective apprenticeship programs to improve the competence of pre-service teachers at automotive engineering Vocational High Schools. Therefore, this study aims to determine the development of a Work-Based Learning (WBL)-based industrial apprenticeship model and its effectiveness to improve the competence of pre-service teachers at Vocational High Schools in the field of automotive engineering. This study uses an Education Research and Development (R&D) approach and involves two campuses in Central Java-Indonesia. There were 20 pre-service vocational teachers and three industry parties involved in the preliminary study. The preliminary study aims to obtain information about the problems and needs of the apprenticeship model. Furthermore, there were 60 pre-service vocational teachers and 12 industry parties involved in a follow-up study to test the effectiveness of the apprenticeship model. The sampling technique used is purposive sampling. The study results revealed that the WBL-based industrial apprenticeship model for pre-service vocational teachers in the automotive engineering field was considered feasible. In addition, the implementation of a WBL-based industrial apprenticeship can improve the competence of pre-service automotive engineering teachers, which includes knowledge, attitudes, and skills in the field of automotive engineering. The results of this study have implications for vocational education practitioners, especially higher education that organizes teacher education programs, to apply this apprenticeship model in preparing pre-service vocational teachers. This is because the WBL-based industrial apprenticeship model for pre-service vocational teachers plays a vital role in improving vocational skills for pre-service vocational teachers.

Professional Identity of Vocational Teachers in the 21st Century in Indonesia

This article focuses on the professional identity needs of vocational teachers in the 21st century in Indonesia. Challenges in the 21st century have changed and caused major changes for vocational teachers, while vocational teachers have heterogeneous characteristics, including learning experience, educational background, employment status, and other determinants. An important objective of this study is to analyze the proxies of professional identity of vocational teachers in the 21st century in preparing future vocational teachers. This research uses a descriptive qualitative approach. A total of 139 vocational teachers participated in describing the professional skills needs of vocational teachers for the future. The findings describe that (1) technology skills and ICT are defined as hard skills and apart from the 4Cs, literacy strengthening is needed to strengthen soft skills; and (2) vocational teachers need hands-on experience in the business world, industry, and the world of work (DUIKA). This study recommends that the professional competence of vocational teachers needs to be improved through self-development training and continuous professional development (CPD). Keywords: vocational teacher, professional teacher, professional identity, technology skills, real experience

Defining Vocational Teacher Competencies in Industry 4.0 from the Perspective of Teachers and Lecturers

Abstract: The purpose of this study was to analyze the competence of vocational teachers needed in implementing the independent learning policy based on the opinions of teachers and lecturers. The research method uses quantitative methods on 356 teachers and lecturers. The results showed the priority of vocational teacher competency indicators from pedagogical competence, social competence, personality competence, and professional competence. The pedagogic competency indicator that is needed by vocational teachers is the ability to motivate students. An indicator of social competence that is needed by vocational teachers is having a polite and polite attitude. Personality competency indicators that are needed by vocational teachers are having an honest personality, and indicators of professional competence that are needed by vocational teachers are the ability to transfer knowledge and technology. Keywords: competence, competence of teachers, vocational teachers, independent learning, teachers, lecturers

Correction to: Professional Competence of Vocational Teachers: a Conceptual Review

Correction to: Professional Competence of Vocational Teachers: a Conceptual Review

The Competency of Pedagogic and Professional of Vocational Teachers in Implementing 21st Century Skill-Based Learning

The pedagogical and professional competence of vocational teachers is still a fundamental question in the education and learning system. In the 21st century, teachers are required to have high pedagogical and professional competencies. This study aims to analyze the extent of the pedagogical and professional competencies of vocational teachers. This research is a descriptive study using a quantitative approach. A total of 232 vocational teachers became respondents in this study. Data were collected through a questionnaire method with an instrument in the form of a 4 Likert scale questionnaire. The data collected were analyzed using descriptive analysis and inferential t-test which includes one-way ANOVA test and independent-sample t-test. The results showed that the pedagogical competence of vocational teachers was in a low category. Meanwhile, the professional competence of vocational teachers is in the high category, but in some indicators, it is still in the low category. Various retraining is needed to improve the pedagogical competence of vocational teachers; meanwhile, psychological approaches must also be taken to improve the professional competence of vocational teachers.

Professional Competence of Vocational Teachers: a Conceptual Review

In this article, the variety of interpretations of the concept of professional competence with reference to vocational teachers is reviewed and discussed. Previous vocational teacher research has been found to focus on which professional competencies vocational teacher possess or should demonstrate, with little focus placed on how competence is defined, leaving a gap related to how the professional competence concept is perceived and constructed. Through a conceptual analysis method (CAM), which follows the data collection process of a systematic literature review, the researcher identifies the concept attributes that are commonly shared as well as neighboring concepts associated with professional competence. Findings indicate that only few studies detail solid concept definitions. Furthermore, there is an agreement amongst the researchers on the main attributes of professional competence, including the situated and developmental character of professional competence as well as its relationship with action. In regard to concept use, there are distinct interrelationships between professional competence, professionalism, performance and qualification. Most definitions regard the individual as the reference point and little to no discussion takes place regarding professional competence at a collective level. Because complex concepts like the one under study can lead to confusion, it is suggested that their use should be accompanied by a discussion of their various meanings.

Defining Vocational Teacher Competencies in Industry 4.0 from the Perspective of Policymakers

This study aims to analyze the competence of vocational school teachers needed in Industry 4.0 based on the opinions of policymakers using a quantitative method (13 education policymakers). Identifying the priority competencies of vocational school teachers is an important issue because low teacher competence is a problem for vocational education in Indonesia. The results of the study indicated the priority of pedagogical competence, social competence, personality competence, and professional competence of vocational teachers. Vocational teacher pedagogic competencies that are very much needed are the ability to actualize potential as part of student development, the ability to understand students in-depth, and the ability to understand the character of students in physical, social, cultural, emotional, and intellectual aspects. In addition, vocational school teachers are expected to have the ability to design and evaluate learning. The needed social competencies for vocational school teachers are the ability to communicate efficiently, emphatically, and respectfully both oral and written communication skills, and the ability to communicate and improve themselves using ICT.

Peningkatan Kompetensi Guru-guru SMK melalui Pelatihan Pembuatan Media Pembelajaran Trainer ELektronika Digital Di Kabupaten Pesisir Selatan

Increasing teacher competence in managing digital electronics learning in Vocational High Schools must always be managed and improved. This activity can be carried out by training in developing digital engineering learning media, especially regarding logic gates. The trainees work together in teams to complete the given topic, which begins with the design and simulation and then practices in completing assigned instructional media. At the end of the scenario an evaluation of the work carried out and an evaluation of the course of the training activities. From the evaluation results it was found that there was an increase in the competence of vocational teachers in Pesisir Selatan District in mastering learning media, and from the results of the questionnaire analysis, it was concluded that the participants gave a positive response to the implementation of the training.

Continuing Professional Development a Vocational Education Teacher in West Java

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

Assessment of intercultural competence of vocational teachers in Croatia

Due to the changes in society and the new era of “super-diversity” (Vertovec, 2007) in European countries, intercultural competence is gaining importance both in everyday life situations and teacher training. In the academic year of 2014/2105, a research was conducted on a sample of 136 prospective secondary school teachers undergoing their pedagogical-didactical-methodological training in different universities in the Republic of Croatia. The tool that was employed in the self-assessment of intercultural competence was called Recognising intercultural competence: What shows that I am interculturally competent? The results showed that the examinees perceive their intercultural competence quite high; attitudes (M = 4,09); skills (M = 4,12); knowledge (M = 4,02). There is no significant difference between the perceived dimensions (p = ,282). Further research is recommended to better understand the insights about the examinees’ understanding of intercultural competence.

Assessing the Interpersonal Communication Competence of Vocational Teachers: contemporary issues and dilemmas

Abstract In recent months, certain major policy documents have highlighted the importance of facilitating the development of interpersonal communication competence in vocational teachers. These documents include the provocative Australian Education Council Review Committee Report (Finn Report) which lists interpersonal and personal development as one of six key competency areas. As new vocational teacher education courses like the Bachelor of Teaching are beginning to be developed on a national scale within Australia, it is appropriate to cater for the development of interpersonal communication competence in vocational teacher education curricula. Among the more vexatious questions which need to be addressed is the determination of whether vocational teachers can demonstrate interpersonal communication competence, particularly in relation to their professional roles. This paper examines current scientific literature on communication competence. Since competence implies more than skill alone, consideration...