The competence-based development of teachers in vocational education (original) (raw)
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Background: Vocational education teachers are key participants in the renewal of the Hungarian vocational educational system. Their professional development (as indicated by their learning activities, learning targets and information sources) contains both the input for improving their teaching and the findings essential for affecting future improvements. The aim of this questionnaire survey was to explore Hungarian vocational education teachers' views and judgements on three interrelated phenomena: their learning activities, their opinion regarding the importance of pedagogical knowledge and the efficiency and usage of information sources relevant to their professional development. Methods: A total of 1131 teachers from 37, randomly selected vocational education schools completed a questionnaire based on five subscales, each containing five-point Likert-scales: (1) teachers' learning activities, (2) judgment of their preparedness in ped-agogical knowledge, (3) judgment on the importance of their pedagogical knowledge components, and (4) the efficiency and (5) usage of information sources in furthering their professional development. Results: All subscales display appropriate reliability (Cronbach's alpha ranged from .65 to .94). The study provides the descriptive statistical values for each questionnaire item, the relationships between subscales and the connections between the subscales and background variables, such as gender, career level and school type. Conclusion: This explorative study possesses theoretical relevance in developing a questionnaire that consists of five reliable subscales, all of which can later be used for either detecting changes in teachers' views or measuring the effectiveness of intervention programs and professional development training sessions designed for vocational education teachers. The study's practical relevance lies in its explorative nature: decision makers are provided with ample evidence indicating the potential advantages and obstacles vocational education teachers face in their attempt to work more efficiently.
The Vocational Teachers Challenges in Developing Their Professional Competence
Vision: Journal for Language and Foreign Language Learning, 2019
This study focuses on investigating the challenges of vocational teachers in developing their professional competence. This study describes kinds of challenges that the teachers have faced to develop their professional competence. This study used qualitative as the approach and case study as its research design. The subjects of this study were five ESP teachers who have been teaching in Vocational Schools in Indramayu at least for about 5 years. To collect the data, the writer used open-ended questionnaire, interview and test. The data analysis was conducted in several ways. The data from questionnaire were analyzed in several steps, there are coding, analyzing and interpreting. Then, the data from interview were transcribed and the data from the test were analyzed qualitatively. The result of the study shows that there are some challenges faced by the teachers in developing their professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution and the lack of facilities and infrastructure.
2018
Teaching experience is an integral part of the pre-gradual preparation of teachers, and is perceived as the bridge between theoretical and practical training. It is also a tool for the development of professional competences of future teachers and therefore it is necessary to pay attention to it in terms of theory, research and practice. The paper presents the theoretical background and briefly describes the results of empirical investigation, which was conducted in conditions of Slovak University of Agriculture. The paper describes the current state of practical teacher training in Slovakia and provides specific findings in the field of self-reflection and evaluation of teaching practice by student teachers of professional vocational subjects at Slovak Agricultural University in Nitra. Through the regular feedback gathered from the student teachers can be constantly improved the professional practical training of future teachers, which finally can influence the overall quality of v...
The concern regarding the preparation of teachers within the new educational paradigm and how this relates to the overall context of the students' training and preparation and to his future professional activity is the main aim of the paper. The research is based on the administration of questionnaire trying to identify the level of familiarity with the paradigm based on competencies, values, attitudes, from compulsory education, to high school, undergraduate studies, postgraduate studies and the preparation for teaching career. The target group consists of students and graduates that attend the teaching training courses through the Department for Teachers' Training. The analysis and interpretation of quantitative and qualitative data, the application of it in designing instructional strategies applied as means to improve the quality of training and the effort of making the teaching profession relevant in a competitive and under post-modern sever scrutiny educational environment is part of this practical concern.
Proceedings of the 2nd International Conference on Social Science, Public Health and Education (SSPHE 2018), 2019
The paper presents the results of a pilot study into the level of pedagogical competencies of students of teaching degrees. The study was conducted using the diagnostic tool called “Pedagogical Competencies at the Start” (KPNS, Kompetencje Pedagogiczne na Starcie), developed by the research team. The authors present a holistic approach to the categories of pedagogical competencies. The study, which is the initial phase of a bigger research project, has revealed deficits with which young people begin their careers, and at the same time identified areas to be developed in university curricula. This refers, in particular, to the competencies for sustainable development and organizational competencies. This state is considered as the result of mainly theoretical education of teachers and low quality of internship. Keywords—pedagogical competencies, teachers, teacher education
2018
The skills and knowledge that teachers acquire during their initial education are the basis for enabling them to enter the world of the teaching profession. They must be constantly expanded, deepened and innovated according to the changes and needs imposed by the intensive technical, technological, and scientific development, as well as the expressed tendencies for democratization and humanization of school education. In order to achieve this goal, it is necessary for teachers to possess competences for quality educational work and to have the opportunity to continuously professionalize and advance during their careers. The paper is part of the project "Professional Development of Teachers in the Republic of Macedonia - Situations and Challenges" (2016-2018). The survey covers 398 teachers (primary school teachers from I till V grade and subject teachers) from 28 primary and secondary schools in the Republic of Macedonia. The survey's purpose is to study the attitudes ...
The competence-based didactic approach in initial vocational education
Zbornik Instituta za pedagoska istrazivanja, 2014
This article examines a didactic and curricular model that was developed to support the implementation of a competence-based approach, today prevailing in the European (initial) vocational education and training (VET). It starts by presenting contemporary developments in the Slovenian VET, and then continues with a study of some of the underlying pedagogical concepts influencing the contemporary educational practice. The concept of competence, as it relates to the Slovenian VET, is discussed, and the new didactic model is presented in terms of its conceptualisation, realisation and evaluation. The model is built around the concepts of the competence- based didactic unit, and has been produced to help teachers support students in developing the ability to integrate knowledge, skills and attitudes, so that they are able to solve complex and unpredictable professional tasks and challenges. The article concludes with a discussion on the methodological limitations of the evaluation, and ...