Examination of the Problems that Teachers Face During Vocational Education (original) (raw)
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The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.
Editorial In previous editorials, we have described how criticism of the rigor and relevance of teacher education has influenced our vision for the journal. As a result, we have shared our criteria for determining the quality of manuscripts submitted to Journal of Teacher Education (JTE) and described how certain published articles exemplified these criteria (see Issues 63:1 and 64:2). However, our examples have primarily focused on improving methodology, creating the theoretical and conceptual frameworks that enable readers to see linkages in findings within and across studies, and providing explanations of how the findings from a study add to the existing knowledge base. Recently, in discussions at conferences and through email exchanges, potential authors have asked about specific topics of interest to the editorial team and to readers of the journal. In other words, what do we publish? Given the diversity of our readership, as well as our editorial team, the range of topics is broad and diverse. Nevertheless, we tend to see some topics as more relevant given identified needs of researchers, practitioners, and policy makers. Many of these preferences appear as themed calls for proposals or as special issues and include the following: research on features of teacher education programs as opposed to pathways (Issue 63:3), diversity and disability in teacher education (Issue 63:4), assessment and accountability in teacher education (Issue 63:5), inservice and preservice professional development related to the Common Core and other standards (Issue 64:3), interdisciplinary teacher education collaboration (Issue 64:5), professional development and practices of teacher educators (Issue 65:4), and implications of preservice and inservice teacher performance assessment for teacher education (Issue 65:5). As the ultimate intent of the themed calls is to advance research and discussion in these specific areas, the themes remain topics of special interest long past the particular target issue. Other important topics, although not specified as themes, emerge in editorial team discussions and through communication with reviewers and readers. Topics of interest include uses and impacts of technology in preservice and inservice professional development, diversity and multicultural teacher education, issues of teacher quality and retention related to teacher education, practice-based teacher education, professional development communities of practice, coaching and mentoring in both preservice and inservice contexts, processes and outcomes in various cognitive and affective areas (e.g., pedagogical content knowledge, professional identity, self-efficacy), and teacher education within specific content areas. This list is not in any particular order and is not exhaustive. Often we receive manuscripts on topics not on the list whose authors make a compelling case for relevance and importance to teacher educators (e.g., body pedagogy, bullying, community-based placements) and are published in JTE as a result. The argument for the relevance and importance of the topic, coupled with how the particular study advances our understanding and knowledge in the area, influences reviewers' and editors' decisions about inclusion. The articles that comprise this issue provide good examples of the diversity of topics included in JTE and the rationales for importance and relevance that influenced reviewers and editors. The topics include exploration of race and multicultural teacher education, professional development using collaborative web technologies, teacher recruitment and preparation in relation to various outcomes, teacher preparation and induction support in relation to career intentions and decisions, and alignment of teacher education assessment course curricula with standards and policies. One of the five articles is a theoretical/conceptual discussion while the remaining four represent both quantitative and qualitative methodologies. The contexts are varied with three focusing on preservice teachers, one on new teachers, and one on inservice teachers. The first article, " (Re)Considerations of Ignorance and Resistance in Teacher Education " by Garrett and Segall, describes how resistance and ignorance in matters of race function in teacher education and how they may be addressed through reconceptualization of their
Editorial: Challenges and development in and of vocational teacher education
Nordic Journal of Vocational Education and Training
Welcome to this special issue of the Nordic Journal of Vocational Education and Training titled Challenges and development in and of vocational teacher education. The particular focus and context as represented by the research articles and magazine articles in this issue is vocational teacher education in Sweden, Norway and Denmark. Paper presentations on vocational teacher education at the yearly NORDYRK conference in 2017 showed that although the structure and the length of the programmes differ in these Scandinavian countries, there are many similarities regarding content and subjects, and similar challenges that are addressed. We are very glad for the contributions in this special issue. The research articles contribute to knowledge of vocational teacher education, its problems and opportunities, while the magazine articles provide concrete examples of work in the area for review and development. In both cases, it is possible to draw attention to the vocational teacher education in each country, even though there are differences between them. Vocational teacher education is an under-researched area. As an example, The International Handbook on Teacher Education (Loughran & Hamilton, 2016) has no chapter on vocational teacher education, nor are any aspects of vocational teacher education included in the thematic chapters such as chapters on organization and structure in teacher education or chapters on reflective practice and pedagogic reasoning. When the term 'vocation' is used, it is in phrases such as 'teacher training as a vocation'. A search of journals in the field of vocational education and
International Journal of Instruction
2019
Quality teaching and prosperous learning in English as a Foreign Language (EFL) context depend on the professional knowledge and skills teachers absorb from teacher education programmes. This study aimed to see whether there was any relationship between the awareness of teacher education philosophy and EFL teachers’ professional knowledge in the light of Kumaravadivelu’s postmethod parameters, considering teachers’ gender, academic qualification, teaching experience, and age. A mixed-method approach employing the posttest-only equivalent-groups design was used. Then, 60 EFL teachers from four language institutes in Isfahan, Iran, were randomly appointed to experimental and control groups. The philosophy of adult education inventory was used for treatment, a book for placebo, a questionnaire, and an observation checklist were tools for data collection. Data analysis via T-test, ANOVA, and Mann-Whitney tests revealed a positive relationship between EFL teachers’ awareness of teacher e...
“Competence Areas” as a New Notion Instead of Teacher Competencies
Education Quarterly Reviews, 2021
The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.
Book review: Teachers and teaching in vocational and professional education
International Journal for Research in Vocational Education and Training, 2019
The book is published in the series Routledge Research in Vocational Education. This series present the latest research on Vocational and further Education and provides a forum for established and emerging scholars to discuss the latest practices and challenges in the field.
Education; *Vocational Education Teachers
2016
Ohio vocational education teachers ' awareness of, attitudes toward, and use of national skill standards were examined through a survey of a proportional (by vocational program area) stratified random sample of 346 of Ohio's 3,499 secondary vocational teachers. Of the teachers surveyed, 205 (59%) returned usable responses. The teachers were questioned about their gender, vocational teaching area, educational attainment, type of high school, and teaching certification, and they were asked to agree/disagree with 62 statements concerning national skill standards. Although 59 % of respondents agreed that students who have met entry-level skill standards have smoother school-to-work transitions, only 39 % believed that national skill standards enhance vocational education. Of the respondents, only 37 % believed that national skill standards would improve their particular program, 55%
Journal of Education and Training Studies
Resilience is essential to the good teacher. This paper summarises research on factors that have sustained one life in education, and compares them with narratives from nine other long-serving and fulfilled teachers. It identifies some elements that build teacher resilience, and discusses how this knowledge might apply to teacher education and the school experience of children. An original method of auto-ethnography is used to discover sources of the personal values, attitudes, experiences and passions that contribute to resilience. An interpretivist paradigm and multiple perspectives are argued as necessary to discover what builds, preserves and strengthens the ability to withstand the multiple and continuous challenges of the teaching life. The literature review is confined to a re-analysis of writings that directly influenced a single life. Other auto-ethnographic sources include six contrasting personal autobiographies, diaries, letters and transcribed biographical conversations...
International Journal of Education and Social Science Research
This study aims to explore the analysis of computerized learning competency reports on the elimination of facilities and infrastructure in vocational schools. Computerized learning is different from conventional, so it requires special media. Teachers experience obstacles in implementing learning because there is no learning media for learning simulation. Development of learning media is needed to improve student competencies. The method in this study is a qualitative method with descriptive qualitative analysis. Research subjects are informants who provide research data through questionnaires and interviews. The informants in this study were all students of class XII office administration at SMK N 5 Palembang and office administration teachers. The results showed the teacher and students in the analysis of learning on the administrative competency report of the satisfaction of facilities and infrastructure is still poorly said. Implications for further research develop computer-based learning media programs on the competence of administrative reports on the satisfaction of facilities and infrastructure.