Vocational Education Training Research Articles

Conditions for the Development of Psychological and Pedagogical Competence of Teachers of Vocational (Professional and Technical) Education

The purpose of the article is to determine and study the conditions of development of psychological and pedagogical competence of teachers of vocational education in the system of continuing education. The leading empirical method is a questionnaire that incorporates a significant number of respondents in different regions of Ukraine in order to analyze the conditions for the development of psychological and pedagogical competence of teacher. The article determines motivation of professional activity and readiness for an innovative activity as main conditions for the development of the said competence. The article substantiates an innovative model of teachers’ professional development - the introduction of pedagogical coaching technologies in the system of continuous vocational education. The article considers the Pedagogical Coaching School program and its activity as an innovative model for training of teachers. The article provides results of monitoring studies and assessment of customers’ satisfaction level with educational services, quantitative and qualitative indicators of satisfaction among students of the Pedagogical Coaching School, and the analysis of the results obtained.

Research on Online Teaching Practice of Smart Vocational Education Cloud Class in Higher Vocational Education

With the continuous development of modern information and the integration of internet technology into all walks of life,the integration of information-based classroom teaching technology into the actual teaching has become the focus of current research in higher vocational colleges.Smart cloud classroom online teaching in vocational education is a new teaching mode derived from the Internet environment.During the epidemic period,a series of information-based teaching technologies,such as online teaching and”classroom in the air”,provided strong support for the”suspension of classes and non-stop learning”of teaching work.In view of the in-depth research and discussion on the practical content of online teaching in higher vocational smart cloud classroom,this paper hopes to provide reference for future information teaching.

Heutagogical approach to music learning in vocational schools

Introduction. Music is one of the areas of expertise and skills existing in vocational schools in Indonesia, where students must master music in theory and practice. Due to the COVID-19 pandemic, music teachers are encouraged to design alternative learning methods in order to facilitate the students to learn music. This challenges the music teachers to provide interesting and well-delivered material during online learning since the teachers of vocational education have to adapt quickly and prepare the students to be ready in facing the today’s challenges. In addition, the use of information and communication technology in teaching and performing music is growing rapidly, thus, the music teachers must master computer technology to address the complexities of today’s music industry, and support the music learning process in theory and practice. The heutagogical approach is believed to be an innovative and trending approach to be applied in the music learning process, since it can adapt to the current changing times. It can also assist teachers to guide music theory and practice, develop and deliver direction and discussion through technology assistance with learning materials agreed in the classroom.The aim of this article is to analyse the application of a heutagogical approach that focuses on improving learning, overall learning opportunities, and developing independent skills with technology assistance on music subjects in vocational schools in Bandung (West Java, Indonesia).Methodology and research methods. This research employs grounded theory method by providing explicit analytical strategies with the ultimate goal of obtaining theories about certain processes, actions, or interactions that come from the teacher’s point of view in teaching music in vocational schools.Results and scientific novelty. It was found that teaching processes with heutagogical approach tend to be student-centred, enabling students to learn independently through self-determination, since it is the real implementation of student-centred educational theory that can help students hone skills and metacognition and reflect their own learning experience faster.Practical significance. The current research aims at helping students studying music in vocational schools to apply self-determined learning, hence they can determine what to learn, how to learn it, when to learn, and where to get information to achieve the learning objectives.Thus, students can decide when the best time to study music, explore their musical knowledge, and practice their music skills. In addition, students can be trained to design music lessons, build space patterns and learning opportunities, and develop themselves individually; hence that they can be responsible for the learning objectives they designed for themselves. As for the teachers, they can play their role as a guide and facilitator who can direct students in achieving their learning objectives.

Online Project-Based Learning (O-PjBL): Effectiveness in Teachers Training and Coaching in Vocational Education

Vocational teachers need effective and interactive classroom management during online learning. This study aims to describe the concept of training, measure the perception of vocational teachers, and measure effectiveness during training and coaching of vocational teachers in online learning using project-based learning (O-PJBL). This study applies a combined evaluative method with the Plan-DO-Check-Evaluation (PDCA) stage to explore the concept of training and coaching, then test the perception and effectiveness of applying the quasi-experimental method. A total of 70 vocational teachers were involved in the study. Data were collected using observation sheets, online questionnaires with a scale of 1-4, and pretest-posttest questions. The data were analyzed based on the activities of vocational teachers and inferential statistical analysis. The results of the research are (1) the implementation of vocational teacher training and development with the PDCE approach resulting in project-based online learning based on the characteristics of the subject; (2) the perception of vocational teachers on aspects of content relevance, content suitability, presentation quality, content mastery, and time allocation is very good with a significance value based on gender is 0.892, employment status is 0.456, and age range is 0.142; and (3) there was a positive increase in the understanding of the material and the quality of learning tools. The quality of future vocational learning is determined by teachers who are up to date with changes.

Teacher Trainees' Experiences of the Components of ICT Competencies and Key Factors in ICT Competence Development in Work-Based Vocational Teacher Training in Finland

Context: This research was conducted in the context of Finnish vocational education and training (VET) teacher training. The teacher training was work-based, meaning that each teacher trainee was already working as an unqualified VET teacher. Workplaces were comprehensively utilised as the learning environment, with teacher training support also being provided in the form of contact days, webinars, and online learning activities. Approach: We aimed to explore the main components of information and communications technology (ICT) competencies among vocational teacher trainees within work-based training and also to reveal the supportive and challenging factors related to developing ICT competencies within the training. Overall, 44 vocational teacher trainees participated in our study. The data were analysed via qualitative content analysis. Findings: Six main ICT competence components were identified during the work-based training: (1) The use and creation of digital learning materials, (2) the planning and use of digital learning environments, (3) synchronous digitally enhanced teaching, (4) general ICT competencies, (5) digital interaction, and (6) digital assessment. The development of teachers' ICT competencies was supported by their own active use of ICT and by experimenting with the ICT software and ideas presented by the teacher training staff. Challenging factors in ICT development included the continuous feeling of haste and the lack of time in the workplace, as well as the failure to recognise prior ICT competencies within the teacher training. This could limit the development of ICT competencies.Conclusions: Work-based VET teacher training has the potential to develop teacher trainees' ICT competencies because it allows immediate implementation and experimentation with regard to new ICT ideas and tools. By aligning this research with prior research, it is possible to construct a comprehensive ICT competence framework to support VET teacher training and workplace development.

Features of training of vocational education teachers in Germany

Influenced by the processes of European integration, globalization and, in particular, in order to build a single European higher education area, an important task of Ukrainian educators is to study the practical experience of our foreign colleagues in training teachers for vocational schools at all levels. Among the European countries where close attention is paid to the quality of teacher training, in particular in the field of vocational education, Germany stands out. The purpose of the study is to analyze the features of modern training of teachers of vocational education in Germany with the prospect of using progressive German experience in the Ukrainian system of training/retraining of teachers for institutions of professional and higher technical education. A detailed analysis of the German teacher training system, carried out in the course of this study, allowed us to make some important generalizations. First, it is worth noting the high expediency and effectiveness of Germany's extensive system of institutions, which, thanks to a clear division of functions, contribute to the effective organization of three-stage training of qualified teachers for vocational education. Secondly, the analysis of the content of the curriculum for future teachers of vocational education in Germany shows an attempt to train competitive professionals not only in the vocational education system, but also in the labor market in general. Third, the developed Standards for teachers in the field of educational sciences effectively influence the implementation of training programs for teachers of vocational education, requiring the formation and further improvement of their competencies in the field of teaching, education, evaluation and implementation of innovations. Finally, it is worth noting the urgent need to use the achievements of the German experience of practical training of VET teachers in the Ukrainian system of training and retraining of teachers for institutions of professional and higher technical education

A Study on the Improvement of Vocational Training Education and University Education in Response to Future Changes Based on KRIVET Study on National Skills Outlook

A Study on the Improvement of Vocational Training Education and University Education in Response to Future Changes Based on KRIVET Study on National Skills Outlook

Vocational education teachers: perspectives on the standing of their educational sector and how it might be improved

ABSTRACT Young people’s decision-making about postschool pathways are influenced and shaped by parents, teachers, and other familiars. Yet, these familiars are often uninformed about vocational education as it has not been part of their personal experience. Instead, they may reflect and further embed the relatively low standing of that option. The lack of access to informed advice potentially leads to privileging university entrance, and post-school pathways not aligned with young people’s capacities and interests. This raises questions about whether advice, from those familiar with this educational sector and occupations it serves (e.g. vocational educators), would offer different and more helpful advice than familiars. Reported here are perspectives of and advice provided by over 300 vocational educators about educational/training course that may suit young people’s needs, preferences, and ways of engaging and informing them about post-school pathways, and how to enhance vocational education’s standing as a potentially viable post-school pathway.

Difficulties in implementing “Ki Hadjar Dewantara's Tamansiswa teachings” on vocational education

This study aimed to describe the difficulties of vocational education teachers in applying the teachings of Tamansiswa Ki Hadjar Dewantara (KHD) method in the learning process. This study used the descriptive qualitative approach that was chosen to reveal the existing phenomena based on the perspectives of 12 vocational education teachers. The data collection techniques used in-depth interviews and observation. The study results reveal that teachers still limit the teachings of Tamansiswa KHD. All teachers only know the basics of concepts, and even then, they cannot elaborate more deeply on the concepts of the teachings. The teacher admitted that it was difficult to apply the teachings during the learning process and received confirmation directly from the results of observations, which found no teaching activity for Tamansiswa KHD during the learning process and in the teachers' plan. Various socialization and training are needed to provide a comprehensive understanding for teachers in applying these teachings in learning so that their character values can be reflected in students.

Professionally Oriented Tasks in the System of Professional Training of Musical Art Teachers

The relevance of the chosen topic of the article is determined by the need of definition of the tasks in the system of professional training of musical art teachers, that are focused on work, as the integration of higher musical and pedagogical education of Ukraine in the world educational and cultural space based on the principles of national and ethno cultural interests, preservation and development of the Ukrainian intellectual potential of the nation, peacekeeping orientation of international cooperation, tolerance and adaptation in the assessment of mastering and achievements in the field of art culture of different nationalities, puts forward new requirements for the training of future musical art teachers (FMAT) in the field of higher education institutions (HEI).The article analyzes the theoretical developments on the topic, specifies the tasks in the system of vocational training of musical art teachers in the works of researchers and scientists, the experience of future musical teachers in higher educational institutions. These conditions include: ensuring the motivation of students to professionally solve educational problems by immersing FMAT in an innovative professional educational environment; application of innovative methods of design of educational activities of students in the process of studying the disciplines "Pedagogy", "Musical Pedagogy" to enrich the technical knowledge of the FMAT; to help students to realize the need for continuous professional self-improvement in the process of passing various types of educational practice. The implementation of a certain educational factor was aimed at forming a specific component of the phenomenon under study.

The image of a vocational school teacher in the eyes of students and its relationship with the effectiveness of education

The article discusses the competencies of vocational education teachers, as well as discusses the results of own research, which aimed to determine three types of teachers conceptualized by students - the most liked, the least liked, and the dream one. The research used the interview method, where the research technique was an interview, and the research tool was an interview questionnaire. The students' statements were analyzed using the Python Natural Language Toolkit used for natural language processing. In this way, the most common words used by students in describing teachers were selected. As a result, the personal qualities and pedagogical competencies of mechatronic teachers that students approve and disapprove of, as well as those that they lack and which would make a difference to the effectiveness of education, were identified.

Prerequisites for the formation of the readiness of future teachers to work in an inclusive educational environment

The article examines the prerequisites for the formation of the readiness of future teachers to work in an inclusive educational environment. The research is based on the hypothesis that future teachers express their attitude to inclusive education through the prism of their existing socio-pedagogical experience. The purpose of the article is to identify the prerequisites for the formation of the readiness of future teachers to work in an inclusive educational environment based on existing socio-pedagogical experience. Methodology and methods of research. The article presents the results of two studies conducted in the spring of 2018 and in the spring of 2022 in order to identify the attitude of future and current teachers to inclusive learning. The study was conducted by the method of questioning randomly selected groups of future teachers, teachers of secondary schools, teachers of institutions of secondary vocational education and university teachers and allowed to identify the attitude of respondents to inclusive education. The conclusion concludes that it is necessary to purposefully systematically train teachers to work with children with special educational needs and opportunities. Such training can be carried out as part of the study of specialized academic disciplines, involvement in social design, which contributes to the development of future teachers to develop the competencies necessary for successful professional activity.

IN4WOOD: A Successful European Training Action of Industry 4.0 for Academia and Business

The Industry 4.0 (I4.0) aims to develop a framework where the new technologies interoperate with each other and with employees, creating a smart and efficient environment. Although there are many public and private initiatives focused on boosting the deployment of I4.0 in all sectors worldwide, the adoption is slower than expected. One of the main reasons is the lack of training in those technologies involved in I4.0, the so-called key-enabling technologies (KET). In this article, the current status of I4.0 adoption from the industry, employees, and training point of view is analyzed. The lack of I4.0 competences in the curricula of vocational education training (VET) and higher education (HE) is also highlighted. Finally, the European innovative training action IN4WOOD is presented as a successful open and free training tool developed to offer students, employees, and managers an easy way to learn, use, and deploy KET of I4.0. Although the main target users of the training action are those in the furniture and woodworking sector, it has been designed to be useful also for users in other business sectors. The training tool is composed of more than 300 video learning pills, practical use cases, gamification, and evaluation test for measuring the level of knowledge acquired. The training tool has been tested in a pilot launched in four European countries. The results from the pilot prove that the IN4WOOD training helps to fill the skill gaps identified in the current VET/HE students and improves the competitiveness of employees, managers, and enterprises.

Factors Influencing the Training Transfer of Secondary Vocational School Teachers in China

The effect of secondary vocational school teachers influences educational achievements and students’ development directly. China attaches great importance to vocational education nowadays, so the training of secondary vocational teachers is essential. Whether secondary vocational school teachers are able to transfer their professional knowledge, skills, and so on to practical work depends on many factors. At present, there are some problems in the situation of training transfer of secondary vocational teachers in China, such as low training transfer rate, a difficult combination of theory and practice, weak training transfer motivation of secondary vocational teachers, and so on. The article combines with the research in China and other countries in recent years to analyze the factors influencing the effect of secondary vocational teachers’ training transfer, which can be divided into three aspects, namely, the personal characteristics of secondary vocational teachers, the design of training transfer and the transfer climate. In view of these factors, it should start from many aspects to improve the effect of secondary vocational teacher training transfer. Enhance the training transfer motivation of secondary vocational teachers from internal and external aspects. Make training design more comprehensive, increase the practicality and pertinence of training content, and use a variety of methods to carry out training. Establish an effective training evaluation tracking system. Meanwhile, provide a supportive training environment and make all these measures send the strength together. So as to better achieve the goal of secondary vocational education and cultivate more technical talents needed by countries.

Intrapersonal confl ict and frequency of attitudes adopted by pedagogical students

In this article we will analyze the intrapersonal conflict that involves a misunderstanding with oneself, but also a certain attitude of self-reflection. Our field of research is part of the issue regarding resolving intrapersonal conflict in relation to the frequency of attitudes adopted by pedagogical students. Anticipating the analytical presentation, which is especially a call for the development of the non-conflict attitude, we must point out that in this article, we will note only some of the many possibilities exposed by the academic community, considered important in the constructive resolution of intrapersonal conflicts, but without denying also the value of the others, advocating for the introduction in the Curriculum, the fi eld of initial vocational training Education Sciences of a course entitled „Conflictology”.

Quality Vocational Education for Nigerian Women through Instructors’ Motivation

Vocational education is a practical aspect of education that plays major role in the development of individuals, and the society at large. Its acquisition enables the recipients, women inclusive to be self-employed, and thereby reduces the rate of unemployment in the society. Thus, in order to enhance the teaching of vocational education for the empowerment of individuals, particularly Nigerian women, instructors' motivation is crucial. This is to ensure that, quality vocational education that will change the lives of the learners is adequately provided. This paper therefore, focused on the clarification of some concepts such as motivation, quality, vocational education, and quality vocational education for Nigerian women. It also highlighted the reasons for motivating instructors for quality vocational education, and some of the ways instructors could be motivated. Finally, the paper concluded that, for women at different vocational training centres to continually acquire the requisite knowledge and skills needed to be self-reliant, add value to their lives, and promote national development, it is pertinent that, instructors are properly motivated. Thus, based on that, it was recommended that, paying of vocational education instructors' remuneration should be regular and consistent, in addition to creating opportunities for training and retraining programmes to enable them update their knowledge.

Incarceration-Based Educational Opportunities: Transforming Students, Families, the College, and Communities

ABSTRACT Community college professionals actively cultivate social justice within the U.S. system of higher education. We seek to meet the community wherever they and their skills are and provide the opportunities to take their knowledge and credentials to the next level. This can include offering incarcerated-based education. This work can be life changing for all involved in it, yet there is little literature providing guidance on this type of location-based programming. Therefore, within this article, we share our experiences partnering to offer short-term non-credit vocational certificate educational training programs in local jails to transform the students, families, college, and communities we serve.

Improving student achievement through professional cultures of teaching in Flanders

AbstractStudent performance in general subjects such as language and mathematical skills is poor in secondary vocational education. A professional culture of teaching—including recruitment of well qualified teachers, effective teacher collaboration and effective teaching practice—could be the key to success. To what extent is there a professional culture of teaching in vocational education? Do differences in the professional culture of teaching affect student achievement? National achievement tests on functional language skills, mathematical skills and information processing were administered to third grade students (N = 3,381) in 116 secondary schools offering vocational education across Flanders. Their teachers (N = 184) completed an online questionnaire about their collaboration and teaching practice. We found evidence that teacher collaboration and effective teaching practices are strongly correlated. Positive correlations were found between combinations of characteristics of a professional culture of teaching and student achievement. However, in many schools a professional culture of teaching is not yet a reality. Our findings demonstrate a need for continually providing support within a professional culture of teaching to prevent teachers from leaving. Improving professional growth for teachers and their teaching teams is also needed, as well as a shift in education policies to support these needs.

Enhancement of scientific research function of future teachers in modern education system

The global trend of accelerating scientific and technological progress, the introduction of information technologies, and the transformation of the vocational education system require the development of professional and general cultural competencies in future specialists. The purpose of the study was to scientifically substantiate, create and experimentally test a theoretical model of the formation of a research function in future teachers of vocational training. The methods employed in this research was complementary research methods: theoretical (analysis of scientific literature on the research problem; theoretical modeling, analysis, generalization, comparison, systematization, construction of the process of forming scientific and professional competencies of future teachers); empirical (questionnaire, interview, testing, cross-sectional method); statistical (processing of research materials, primary statistical processing, correlation analysis, analysis of the results of experimental activities). The result of this study showed that the problem of studying and designing a system of pedagogical conditions for the formation of research culture is relevant in the context of the introduction of innovative technologies.
 
 Keywords: Future teachers; scientific research; modern education system.

The effect of digital literacy, self-awareness, and career planning on engineering and vocational teacher education students’ learning achievement

This study aimed to determine the direct and indirect effects of digital literacy, self-awareness, career planning on student achievement of prospective teachers of education and technical and vocational training (TVET). This type of research is ex post facto with quantitative data. The method used was comparative causal differential with path analysis. The problems posed are (1) whether there is a direct effect of digital literacy, self-awareness, career planning on learning achievement, and (2) whether there is an indirect effect of digital literacy and self-awareness on learning achievement. The results showed that (1) Digital Literacy and Self Awareness directly affect Career Planning by 42.8%. (2) Taken together, digital literacy, self-awareness, and career planning directly affect student learning achievement. The effect of these three variables reached 50.9%. (3) The direct effect of digital literacy and self-awareness on learning achievement tends to be dominant compared to the indirect effect through Career planning. The total effect of digital literacy on learning achievement is 0.33, with details of the direct effect of 0.263 and the indirect effect of 0.068 through career planning. The total effect of self-awareness on learning achievement is 0.4809, with further information of the direct effect of 0.345, and the indirect effect of career planning is 0.1359. Research recommendations need to be expanded by adding respondents and job literacy variables among prospective TVET teacher students as independent variables.