Technical Education Teachers Research Articles

A Comparison of Mentoring and Coaching: What's the Difference?

The work of educators in urban high schools may at times seem rather daunting. Teachers serving in these settings are often in search of intervention strategies that can assist in their efforts to support students in achieving improved outcomes. Mentoring and coaching are two powerful interventions that organizations can implement when attempting to improve their outcomes in human performance. The focus of either of these two personal development interventions is on enhancing individuals through organizational opportunities and self-initiative. However, many times the specific aspects of these two different approaches may be confused and even be referred to interchangeably. A comparison of the fundamental differences between mentoring and coaching will be described in this article. An analysis of the pros and cons of using formal mentoring and coaching programs, as viable performance improvement interventions within an educational organization, will also be presented. Additionally, a brief research-based plan to develop, implement, and evaluate coaching for secondary Career and Technical Education teachers working in high school settings will also be shared. Specific challenges and barriers to the immediate and long-term success of the coaching intervention and effective ways to overcome them will also be examined.

Reviewing continuing professional development concept of English teachers from the lens of Diffusion of Innovation Theory

The main problem of the recent study is how the concept of English teacher Continuing Professional Development is reviewed from Everett Rogers’ Innovation Diffusion Theory. So, the research aimed at finding the review of the Innovation Diffusion Theory of Rogers toward the concept of Continuing Professional Development of English teachers in Indonesia. This study employed library research as the method and the researcher himself as the instrument to collect data deriving from books as a primer resource and ministry regulation and journal articles as secondary resources. It was conducted through several stages ranging from selecting topics based on the problem; exploring information related to the topic; determining research focus; reading the books, regulations and articles as data resources; recording what was found as research data; and, processing the recorded data. Data were analyzed through induction and interpretation. The result showed that teacher continuing professional development is an implementation of innovation diffusion. It forms a cycle or an endless chain, in which, firstly, innovative work is invented and adopted by innovative teachers; next, it is reported, reflected and published in the form of scientific book, paper or article; then, the scientific work is presented in functional or technical education and training or teacher collective activity as a channel of communication with early adopter teachers; and, the adopter teachers are inspired to make another innovation. 
 Keywords: Continuing Professional Development; Innovation Diffusion Theory; English teachers

STEM education for Industry 4.0 in technical and vocational high schools: Investigation of teacher professional development

The goals of this study were to investigate technical and vocational education (TVET) teachers’ progress in their knowledge, perceptions, and competencies related to Industry 4.0 components and Science, Technology, Engineering, and Mathematics (STEM) within the context of a professional development program. A case study design was followed to reveal in-depth information on teacher improvement. Data sources included the Teacher Knowledge Survey, Teacher Perceptions Survey, and Industry 4.0 and STEM Competencies Survey. Results indicated significant improvement in teachers’ Industry 4.0 competencies and their content knowledge of Industry 4.0 components and STEM. Teachers reported a culture of collaboration in their school, increased teacher and student motivation, and positive attitudes toward TVET with implementation of the STEM PD program. The results point to the need to help teachers in designing certain aspects of STEM lesson plans including the integration of mobile programming, robotic programming and virtual reality meaningfully into the lesson content. Further implications for research and practice are presented in light of the findings.

Postsecondary Teacher Quality and Student Achievement in Florida's Career Certificate Programs Using a Causal-Comparative Study

Teacher quality and student achievement have shown positive relationships in prior studies of elementary and secondary grade levels in the United States. However, postsecondary career and technical education (CTE) teacher quality and student achievement is an understudied topic. According to the literature, teacher quality is measured by pedagogical knowledge, level of education, and professional development. For postsecondary CTE teachers, occupational experience is a hiring requirement for teacher quality. Student achievement is measured by test scores and graduation rates. Postsecondary career certificate programs usually have a summative evaluation with an industry-specific certification test, which assesses the student's employability in the program's field of study by industry standards. The purpose of this retrospective causal-comparative study was to examine the relationship between postsecondary CTE teacher quality and student achievement in Florida's career certificate programs. An online survey was conducted with 203 postsecondary CTE teachers in Florida. Findings revealed a statistically significant positive relationship between the level of pedagogical knowledge and educational degree attainment of postsecondary CTE teachers and students' passing an industry certification test. This finding is consistent with prior studies in K-12 grade levels. Recommendations include increasing the pedagogical knowledge and educational degree attainment of postsecondary CTE teachers to improve student learning outcomes.

Identifying the Technical Lecturers’ Perception of Students’ Engagement in Application of Interactive Instructional Strategies

This study identifies the technical lecturers’ perception of students’ engagement in application of interactive instructional strategies using survey method. The study aimed to determine student in technical institutions level of the: meaning of students’ engagement in instruction; indicators of students’ engagement in instruction and factors that influence students’ engagement in application of interactive instructional strategies. The population for the study consisted of all ninety two technical education lecturers in technical universities and colleges of education in South Nigeria. The instrument used for data collection was a twenty item questionnaire derived from past literature reviewed. Five experts were validated that instrument. Cronbach Alpha analysis was used to determine the reliability of the instrument and the researcher was found that the reliability coefficient was 0.83. The research questions were achieved going through the Mean and Standard Deviation analysis. The findings revealed that the technical students were not adequately knowledgeable of the interactive instructional strategies. Based on the findings of this study, it was recommended among others that students’ engagement in instruction should be emphasized in capacity building through mentoring and peer collaboration that offer technical teacher education programmed organized within tertiary institutions, by government and other stakeholders.

Impacto da pandemia de COVID-19 na qualidade de vida e no estresse de docentes de uma instituição federal

A pandemia do SARS-CoV-2 declarada pela Organização Mundial da Saúde em 2020 impôs à população mudança de posturas e adaptação nos modos de vida em todos os contextos. Considerando que tais mudanças podem refletir negativamente na vida das pessoas, esta pesquisa tem como objetivo determinar o impacto da pandemia da COVID-19 na qualidade de vida e no estresse de docentes do ensino básico, técnico e tecnológico de uma instituição federal de ensino. Trata-se de um estudo epidemiológico de corte transversal, cuja coleta de dados ocorreu de forma remota, nos meses de setembro a novembro de 2020 por meio da aplicação de um instrumento de identificação sociodemográfica, de formação e ocupacional, elaborada pelos autores, o WHOQOL-bref, versão brasileira e o Inventário de Sintomas de Estresse de Lipp. A obtenção dos resultados ocorreu por meio de análise descritiva e inferencial e evidenciou Índice Geral de Qualidade de Vida (IGQV) de 61,14%. A situação conjugal, o fato de ter filhos, participar de comissões e possuir titulação máxima foi significativamente associado aos domínios físico, psicológico, das relações sociais e geral, respectivamente. Na avaliação de estresse 54,95% tiveram avaliação positiva com predomínio na fase de resistência (90%), com sintomatologia psicológica (66%) e associação significativa em todos os domínios do WHOQOL-bref, demonstrando que o estresse interfere na qualidade de vida dos docentes. Desta forma, destaca-se a importância de se promover ações que objetivem a redução dos níveis de estresse para a melhoria na qualidade de vida dos docentes.

An extensive model for implementing competency‐based training in technical and vocational education and training teacher training system for Assiut‐Integrated Technical Education Cluster, Egypt

AbstractA Competency‐Based Training Program—Education Competency—is designed to provide professional adult training for international educators who wish to advance or acquire new professional skills. It is an intensive training program intended for capacity building for people with an education and training background. Once a training topic is nominated, Assiut‐Integrated Technical Education Cluster can source appropriate facilitators and design a suitable training solution to meet specified objectives and training modules. This program can be delivered in various formats, including workshops, seminars, school visits, case studies, coaching, and mentoring. One of the objectives of this advanced training is to know the German vocational training system and understand the related training‐oriented training concepts.

A critical perspective on TVET teachers’ pedagogical practices: insights into the guiding pedagogical principles in practice

ABSTRACT This study explores the technical and vocational education and training (TVET) teachers’ pedagogical practices and how such practices can help the teachers’ use of relevant guiding pedagogical principles in practice in Nigerian TVET system to facilitate quality learning. Employing a three-tiered ethnographic case study approach, we learned how 24 TVET teachers from purposively selected six Nigerian public universities used guiding pedagogical principles in practice to facilitate quality student learning. Focusing on five guiding pedagogical principles in practice identified from the thematic analysis, we analysed different pedagogical practices that teachers can adopt to facilitate quality TVET learning which include demonstration of learning, problem-based learning, seeing learners as knowers, active learning, and questioning. Drawing upon the thematic analysis, participants made recommendations for the continuous professional development of TVET teachers to enable them to improve in their use of the guiding pedagogical principles in practice to facilitate quality learning and graduate outcomes.

Transitioning into TVET schools: An exploration of second career teachers’ entry profiles

In this study, we present and evaluate a way to profile second career teachers in technical and vocational education and training schools that goes beyond the traditional motivational approach. More specifically, by considering multiple entry-related variables (entry motivation, career adaptability, and prior job satisfaction). Analyses based on a mixed methods design (262 prospective and in-service second career teachers for the latent profile analysis and 7 in-service teachers for the multiple case study) revealed three profiles with their own specific characteristics, and predicting different levels of sense of efficacy for teaching. This study confirms the heterogeneity of the population of second career teachers and invites reflection on the implications for their entry into teaching.

Basis for Strategic Planning in Offering Bachelor of Technical Teacher Education Program in Compliance to Prescribed Commission on Higher Education (CHED) Standards

ABSTRACT This descriptive research study assessed the status of the implementation of the Bachelor of Technical Teacher Education program (BTTE) of Camarines Sur Polytechnic Colleges (CSPC) as basis for enhancement. Descriptive type of research method was used in the study with 104 respondents. Primary data were gathered through Focus Group Discussions (FGD) and secondary data were sourced from records. This study was delimited to the BTTE program implemented from Ladder I to Ladder III only. Results revealed that the curriculum offered by this college was above the minimum requirements prescribed by Commission on Higher Education (CHED). The BTTE program was administered by a highly qualified department dean. The college has a modern food laboratory facility; however, the books and journals in the library are not sufficient for BTTE students. The questionnaire is the main instrument in this study. The classrooms are also considered a problem during the program implementation. The college encountered a very fast turn out of faculty handling major subjects during the first two years of implementation. The result of TESDA assessment for the major competencies was low; the Raagas 5-point scale was adopted to determine the competencies of the students. Further results revealed complaints on major subjects, which require students to buy ingredients or materials for their laboratory activities was also low. The Strategic Development Plan of CSPC (2015- 2018) is the reference in creating the strategic development plan of the BTTE program

Determining Elements in Mobile Learning Implemention Among Instructors in Vocational Colleges: A Fuzzy Delphi Method

This study aims to identify the elements of implementing mobile learning based on Competency-based Education. The confirmation of elements was based on the opinions and consensus of experts. The consensus survey was constructed based on the emergent themes that experts raised during their interview sessions. Sixteen experts in Competency-based Education were included in the survey. The data was analyzed using the Fuzzy Delphi method (FDM). The results indicate that eight elements met the FDM requirements. Its threshold value is ≤ 0.2, the percentage expert consensus is ≥ 75%, and the average score of the Fuzzy number is over 0.5. These eight elements are students, teachers, technology, learning environment, content, assessment, learning strategy, and learning activity. The outcomes of this research will be useful for stakeholders within the educational sector to address student competency, including the Ministry of Education Malaysia, the Technical and Vocational Education Division, teachers, students, and developers and designers of mobile learning applications.

СОДЕРЖАНИЕ ПРОФЕССИОНАЛЬНО-ПЕДАГОГИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ ПРЕПОДАВАТЕЛЯ ТЕХНИЧЕСКОГО ВУЗА В ИННОВАЦИОННЫХ УСЛОВИЯХ

The interest to organization of higher technical education teacher’s activity in conditions of innovative changes was due to internal and external factors. They influence to the development of higher education as a whole and activity of teachers individually. The society has necessity in specialists of new format — socially and professionally active engineers with outlined personal features and unique competencies. This requirement is directing technical universities to preparation of engineers of new formation. The rapid scientific and technical progress, integration of innovations to educational process of higher technical university are presenting new requirements to the teacher activity, that are connected with necessity to work in conditions of high competition and to use opportunities of educational environment and infrastructure of higher educational institution for the purpose of organizing the interconnection of all participants of educational process. Technical university today is undergoing changes into the center of new technologies generation in preparation of technical staff. Now, it is being changed to a “hub” — the network of corporations that work with customers and suppliers of innovations the way they provide the transfer of technologies to modern market of consuming. These factors show high requirements to professional and pedagogical staff of university, teacher activity and their personal features and competencies. The article tried to analyze professional-pedagogical activity of higher education teacher, professionalism of which is undergoing the increase of requirements. We noted that teachers have necessity to tackle society challenges and adequately react on innovative changes in order to keep competitiveness and high demand. Based on found transformative changes at technical universities, problematic aspects of readiness of higher education teacher to complete professional and pedagogical activity in conditions of innovations were analyzed. The necessity of forming new environment, changing professional behavior of teachers at higher technical education was noted based on research of professional-pedagogical activity of teacher. It is connected with strengthening the role of teacher not only as a knowledge medium, but as an agent of changes in education and interpreter of innovative tasks.

TVET STUDENT TEACHERS’ SOFT SKILL PROFILE OF COMPUTER AIDED DESIGN (CAD) COURSES AT MALAYSIAN TEACHER EDUCATION INSTITUTE

Soft skills are very much needed and have to be mastered in improving the self-performance of all graduates. The imbalance between academic curriculum and soft skills can also affect the quality of student teachers. A pilot study was also conducted to identify the level of mastery of soft skills (critical thinking and problem solving skills) of Technical and Vocational Education and Training (TVET) student teachers through learning Computer Aided Design (CAD) course using a self-developed profile. Thus, the aim of this study was to validate the developed profile. A quantitative method was employed where questionnaires were distributed for data collection. 37 TVET student teachers were involved in this study. Descriptive statistics using statistical packages for the social science version 25.0 (SPSS version 25.0) were adopted for data analyses. The value of cronbach alpha obtained for the instrument used was 0.974 which was considered high. In addition, the Kappa value obtained was 0.972, indicating a very good agreement from the 3 experts. The findings revealed that participants’ mean scores for critical thinking and problem solving skills were 3.439 and 3.437 respectively which revealed that the student teachers were having moderate levels of soft skills. Hence, this study is important and relevant in helping to validate the instrument developed that can be utilised by the lecturers to gain feedback on the mastery level of soft skills among TVET student teachers. Besides, the findings of this study can be implemented for TVET student teachers at other Teachers Training Institute or other institutions.

Technical and vocational education teachers computer competencies using artificial intelligence

Aim: This paper investigates the competencies required by Technical and Vocational Education (TVE) teachers towards computer and related technology for classroom teaching and learning.Method: The survey research was conducted via a structured questionnaire containing 44 items about the participants’ computer operation skills, perceptions, and attitudes. Sixty questionnaires were distributed to TVE teachers from six higher technical educational institutions in north-eastern Nigeria (Bauchi and Gombe). Data were analyzed using Multilinear Regression (MLR) and Artificial Intelligence (AI) using Artificial Neural Network (ANN) and Adaptive Neuro-Fuzzy Inference System (ANFIS). Using MATLAB 9.3 (R2019a), the development models were employed for ANN and ANFIS model, while the classical linear MLR model developed using SPSS software.Findings: The findings indicate that technical and vocational education teachers have high competence in computer technology usage, and there is a high correlation between competency and years of teaching experience and less correlation relationship between competency and gender.Implications/Novel Contribution: The result will benefit scholars, administrators, educators and the Nigerian ministry of education.

A Case Study of Intercultural Competence among Career and Technical Teacher Candidates

Intercultural competence is defined as an ability to act appropriately in situations where multiple cultures are represented. Few studies have examined the impact that intercultural development activities and reflections have on preservice career and technical education teachers. Grounded in the theory of continual improvement, this study investigated how middle and high school career and technical education teacher candidates grew in their own intercultural competency throughout a four‐month teaching internship. Ten participants completed one survey/questionnaire, one video reflection, one interview, and one writing reflection as part of their semester teaching internship. Three themes emerged from the data analysis including awareness of the outward expressions of diversity, a need for continuous improvement, and a demonstration of flexible and responsive teaching strategies.

LIMITES E POSSIBILIDADES DA INTEGRAÇÃO CURRICULAR NO INSTITUTO FEDERAL CATARINENSE: REFLEXÕES A PARTIR DA FORMAÇÃO CONTINUADA DE PROFESSORES

In this work, we systematize some of the reflections carried out based on continuing education with teachers of Basic Technical and Technological Education at the Instituto Federal Catarinense(IFC) -Campus Camboriú, Brazil, about the limits and possibilities of curricular integration in Integrated High School courses. The methodological approach, of qualitative character, was based on literature review, document analysis and participant research along with the teachers from the IFC. Among the results, we identified that teachers understand that the concept of curricular integration requires both restructuring the pedagogical projects of the courses and, consequently, the curricula, as well as rethinking the pedagogical practices so that they contemplate the interdisciplinarity that the reality requires. Among the limits and possibilities for the viability of the integrated curriculum, there are aspects of administrative and pedagogical order that reveal wide knowledge of the institution by the teachers and,also, recognition of the existence of concrete material conditions for the materialization of the integral education of the students present in the concept of Integrated High School, including continuing education.

Behavioral Skills Outcome of Technical Education Students Engaged in Cooperative Learning

This study determined the behavioral skill outcome of technical education students engaged in cooperative learning. Specifically, the study sought to identify the effects of cooperative learning on technical education student’s communication skill, problemsolving skill and critical thinking skill. There were three research questions posed, and the analysis was driven by three null hypotheses tested at (P<.05) level of significance. It has adopted a quasi-experimental design for the study and intact classes were assigned to treatment groups. The study's population was 41 students of Technical Education (TE), consisting of 41 year 3 students of Industrial Technical Education at the University of Nigeria, Nsukka, which was the treatment group allocated to the teaching method of cooperative learning. The instrument used for data collection was the self-assessment inventory of communication skills (CSSAI), the inventory of problem-solving skills (PSSI), and the California Critical Thinking Skills Test (CCTST). Three technical education experts had subjected the instruments to face and content validation. Mean and standard deviation were used to answer the study questions while Paired-sample t-test was used to answer the null hypotheses. Findings showed, among others, that there is a significant difference between the pretest and posttest mean scores taught by Automobile Lighting System students who use cooperative learning in terms of behavioral skill outcome. Among others, it was proposed that technical education teachers be encouraged to use the cooperative learning method in teaching automotive lightening program.

Electrical/electronics technology education teachers attitude, engagement, and disposition towards actual usage of Mobile learning in higher institutions

The conventional teaching methods like the use of demonstration, lecture and project methods in teaching skilled/trade subjects is still persistent among higher institutions in Nigeria, therefore, this study examined Electrical/Electronics technology education teachers attitude, engagement and disposition towards actual usage of mobile learning in higher institutions. The sample for the study comprised 418 electrical/electronics technology education teachers using cluster sampling technique to select samples from higher institutions in three states in the geo-political zone. Data analysis was done with exploratory factor analysis and confirmatory factor analysis. The study found out that teacher’s perceived ease of use significantly have positive direct link on actual usage of ML, teacher’s disposition positively linked with perceived ease of use, teacher’s psychological well-being and perceived usefulness positive linked while technical/technology teacher’s training linked negatively with perceived ease of use of ML. Extending TAM robustness, the study affirmed that technical teacher education training and psychological well-being are factors that could influence perceived ease of use and perceived usefulness towards actual usage of mobile learning.

The technology andragogy work content knowledge model framework on technical and vocational education and training

The main competence of 21st century technical and vocational education and training (TVET) teachers is the ability to integrate technology into the learning process effectively. However, the concept of learning is now shifting to technological involvement, learning approaches, and needs in accordance with the curriculum of the world of work must be integrated to produce learning outcomes that are able to compete in obtaining work opportunities. The technological pedagogical content knowledge (TPACK) model used in general learning needs to be assessed according to the context of innovation in the TVET learning field. The purpose of this study is to analyze the teaching and learning of TVET teachers who are professionals with the approach of Technology, Andragogy and Work towards Content Knowledge (CK). Study of qualitative methods in the form of document analysis is identified by the philosophy of the learning approach at TVET and the current TVET learning model. The analysis results recommend that the technology andragogy work content knowledge (TAWOCK) model is considered important to be developed in TVET learning. Characteristics of these findings include the involvement of learning using technology, increasing the level of learning for andragogy, adjusting work competence, and curriculum content developed on the concept of knowledge. Finally TPACK has been modified to TAWOCK to study in the TVET field.

Development of competency‐based training system in Assiut‐ITEC: A case study

AbstractIntroductionThis paper presents a didactic model that was developed at Assiut Integrated Technical Education Cluster (ITEC) to support the implementation of a competency‐based training system (CBT). ITEC was established in Assiut, Egypt, to meet community demands, to raise the status of vocational education, and also to change the community perception of this type of education.ObjectiveA new didactic model is introduced in terms of its conceptualization, realization, and evaluation. The model is built using concepts of competency‐based didactic methods. Didactic methods are implemented to help teachers support students in developing their ability to integrate skills, knowledge, and attitudes, such that they are able to solve professional technical tasks and challenges. A case study is applied in Assiut city using a competency‐based approach for the development and evaluation of training modules. These modules were first developed using learning situations. This includes determining the appropriate knowledge base for vocational and technical education teachers, core curriculum, minimal standards, new models of delivery, pedagogy, and connections with practice, relationships necessary with industry, research, and evaluation. The implementations of three programs at ITEC Assiut were based on discipline‐specific didactic methods with multiple integrated systems. The scheme adapts the training courses into a series of flexible modules.DiscussionIntegrated learning situations are developed to enrich students' skills in electrical technology modules. This system, called the competency‐based training, incorporates an intelligent didactic system. It is necessary to work continuously in small groups in order to achieve noticeable learning progress for the competencies to be gained successfully.