Examination of the Problems that Teachers Face During Vocational Education (original) (raw)

Abstract

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Sarigoz, O. (2022). Examination of the Problems that Teachers Face During Vocational Education. Education Quarterly Reviews, 5(3), 410-420.

Sarigoz, O. (2022). Examination of the Problems that Teachers Face During Vocational Education. Education Quarterly Reviews, 5(3), 410-420.

Table 1: Demographic characteristics of vocational course teachers When Table | is examined, it has been determined that 9 of the 30 vocational course teachers participating in the research are female and 21 are male. There are 3 participants between the ages of 20-25, 2 participants between the ages of 26-30, 4 participants between the ages of 31-35, 10 participants between the ages of 36-40, 6 participants between the ages of 41-45 and 5 participants in the age group 46 and over. It has been determined that 24 of the teachers have bachelors degree and 6 of them have master's degrees. It has been determined that 5 vocational course teachers from the Biomedical Device Technologies branch, 3 from the Child Development branch, 8 from the Electrical and Electronics Technology branch, 4 from the Construction Technologies branch, 2 from the Accounting Field, 4 from the Plumbing Technology and Climate branch, and 4 from the Food and Beverage Services branch participated in the research. It was determined that 12 teachers who participated in the research had work experience between 1-5 years, 4 teachers between 6-10 years, 1 teacher between 11-15 years, and 13 teachers 16 years or more.

Table 1: Demographic characteristics of vocational course teachers When Table | is examined, it has been determined that 9 of the 30 vocational course teachers participating in the research are female and 21 are male. There are 3 participants between the ages of 20-25, 2 participants between the ages of 26-30, 4 participants between the ages of 31-35, 10 participants between the ages of 36-40, 6 participants between the ages of 41-45 and 5 participants in the age group 46 and over. It has been determined that 24 of the teachers have bachelors degree and 6 of them have master's degrees. It has been determined that 5 vocational course teachers from the Biomedical Device Technologies branch, 3 from the Child Development branch, 8 from the Electrical and Electronics Technology branch, 4 from the Construction Technologies branch, 2 from the Accounting Field, 4 from the Plumbing Technology and Climate branch, and 4 from the Food and Beverage Services branch participated in the research. It was determined that 12 teachers who participated in the research had work experience between 1-5 years, 4 teachers between 6-10 years, 1 teacher between 11-15 years, and 13 teachers 16 years or more.

Table 2: Vocational course teachers’ opinions about the lack of vocational competence of students When Table 2 is examined, 18 of the vocational teachers stated that the students graduated with partial vocational knowledge when they finished their vocational education, while 10 teachers stated that the students graduated with vocational skills. On the other hand, 2 of the teachers think that the students graduated without being aware of their vocational skills. Considering the reasons for students' graduation without vocational qualifications, teachers stated that the inconsistency of theoretical education and the training given in practice (13 participant), the student's physical inadequacy (6 participant), lack of practical and theoretical knowledge (4 participant), behavioral problems (4 participant).

Table 2: Vocational course teachers’ opinions about the lack of vocational competence of students When Table 2 is examined, 18 of the vocational teachers stated that the students graduated with partial vocational knowledge when they finished their vocational education, while 10 teachers stated that the students graduated with vocational skills. On the other hand, 2 of the teachers think that the students graduated without being aware of their vocational skills. Considering the reasons for students' graduation without vocational qualifications, teachers stated that the inconsistency of theoretical education and the training given in practice (13 participant), the student's physical inadequacy (6 participant), lack of practical and theoretical knowledge (4 participant), behavioral problems (4 participant).

Vhen Table 3 is examined, 11 of the vocational teachers stated that the students had difficulty in getting used to 1e order in the workplace, 18 teachers stated that the students had some difficulties in getting used to it, and 2 -achers stated that the students did not have any difficulty in getting used to work discipline. When the reasons yhy students have difficulty in getting used to the workplace discipline are examined, vocational course teachers iink that students are not used to working at this pace (V=/4), they think that students have a weak interest in cquiring a profession (N=9), they think that students are not satisfied with the position they work (N=4), they ink that students have problems due to their personality traits (N=//) and they think that experienced o1 nowledgeable employees are indifferent to students (N=2).

Vhen Table 3 is examined, 11 of the vocational teachers stated that the students had difficulty in getting used to 1e order in the workplace, 18 teachers stated that the students had some difficulties in getting used to it, and 2 -achers stated that the students did not have any difficulty in getting used to work discipline. When the reasons yhy students have difficulty in getting used to the workplace discipline are examined, vocational course teachers iink that students are not used to working at this pace (V=/4), they think that students have a weak interest in cquiring a profession (N=9), they think that students are not satisfied with the position they work (N=4), they ink that students have problems due to their personality traits (N=//) and they think that experienced o1 nowledgeable employees are indifferent to students (N=2).

When Table 4 is examined, 13 teachers who participated in the research stated that their students had problems with skill training (V=1/3), while 14 teachers stated that they did not encounter any problems (N=/4). According to the teachers, the reasons for the problems experienced by the students in the internship training are the problems caused by the workplace or the employer (N=6), the problems arising from individual differences (V=/4), the problems caused by the students' absenteeism (N=6) and the problems caused by the students having difficulties in adapting (V=7). Some of the opinions of vocational course teachers are given below with one-on-one citations.

When Table 4 is examined, 13 teachers who participated in the research stated that their students had problems with skill training (V=1/3), while 14 teachers stated that they did not encounter any problems (N=/4). According to the teachers, the reasons for the problems experienced by the students in the internship training are the problems caused by the workplace or the employer (N=6), the problems arising from individual differences (V=/4), the problems caused by the students' absenteeism (N=6) and the problems caused by the students having difficulties in adapting (V=7). Some of the opinions of vocational course teachers are given below with one-on-one citations.

Table 5: Vocational course teachers' thoughts on the achievement of the determined goal of vocational practice training When Table 5 is examined, (N=6) teachers who participated in the research think that the internship training has achieved its goal, (N=24) the teacher think that internship training has partially achieved its goal, and (N=0) the teacher thinks that the internship training has not reached its goal.

Table 5: Vocational course teachers' thoughts on the achievement of the determined goal of vocational practice training When Table 5 is examined, (N=6) teachers who participated in the research think that the internship training has achieved its goal, (N=24) the teacher think that internship training has partially achieved its goal, and (N=0) the teacher thinks that the internship training has not reached its goal.

When Table 6 is examined, the suggestions of the vocational course teachers who participated in the research for the improvement of vocational education are as follows; curricula should be rearranged (N=7), practical course time should be increased (N=3), there should be cooperation between vocational high schools, state institutions and workplaces (N=23), the scope of internship training should be increased (N=1/), the opportunities of vocational high schools should be increased (VN=/3) and students must be admitted to vocational education institutions with an aptitude test (V=18).

When Table 6 is examined, the suggestions of the vocational course teachers who participated in the research for the improvement of vocational education are as follows; curricula should be rearranged (N=7), practical course time should be increased (N=3), there should be cooperation between vocational high schools, state institutions and workplaces (N=23), the scope of internship training should be increased (N=1/), the opportunities of vocational high schools should be increased (VN=/3) and students must be admitted to vocational education institutions with an aptitude test (V=18).

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