PurposeWhereas the achievement of students has closely been linked with the quality of teachers and there is a bulk of literature supporting the need of teachers' preparation in enhancing their quality, professional development (PD) of teachers has been a central focus of reform initiatives in education across the globe. This paper aims at analysing the existing literature on PD of teachers to reflect on the models and characteristics of effective PD, and to highlight the importance of context in PD of teachers.Design/methodology/approachTo respond to the aim of the paper, a search in the field of pedagogy in Education Resource Information Centre (ERIC) was undertaken. The search strings used were “models of teachers' professional development”, “characteristics of teachers professional development” and “context in professional development” restricted to time period from 2000 to 2020.FindingsThe major argument this paper presents is that the models and characteristics of PD are relative and there is no uniform model to be implemented across contexts. Instead of debating the models and characteristics of effective PD, academics and practitioners have to be watchful to the context and the real needs of teachers in a particular context.Originality/valueThe paper critiques the generalisation of Western generated PD models to the developing world especially Pakistan which the existing research and literature is silent about.
PurposeIn the current period quality assurance (QA) and technical vocational education and training (TVET) are known as the two comprehensively examined ideas in schooling, dependent on exceptional abilities in this modern era of Industrial Revolution (IR) 4.0. The incapability or need for QA of technology-oriented programs has been dissected by policy makers as a hindrance in accomplishing the TVET objectives. Consequently, the reason for this exploration paper was to contemplate over the impact and association of QA on TVET programs and level of preparedness of TVET teachers for the market of IR 4.0 in Pakistan.Design/methodology/approachIn this study a quantitative research method with survey-based research has been used whereas, two research questions and hypotheses were structured and explained to lead the study. The research sample was 475 TVET teachers having technical competence for Pakistan using the random sampling technique. The instrument was an adapted questionnaire using five Likert scales. Moreover, mean and standard deviation was utilized while one-way ANOVA and Pearson correlation was used to test the hypothesis.FindingsThe findings of this study uncovered that there is no significant impact of QA of TVET programs to fulfill the need of IR 4.0 in Pakistan. But there is strong and positive association between QA of TVET programs as per the demand of IR 4.0 and level of preparedness of teachers toward it. The study suggested that in order to meet the labor market's requirements according to IR 4.0, future employment demand could be met by assuring their TVET programmers' QA and putting them into practice in accordance with the indicators and the TVET framework suggested in literature and by United Nations Educational, Scientific and Cultural Organization (UNESCO), which is widely accepted. The findings will also help to detect current trends in teaching, providing important insights in terms of QA and the focus of digitalization in TVET education.Practical implicationsThe implication of this study is that in order to influence TVET's technological development, employment and national development, policy makers, TVET principals, coordinators and teachers must work on important aspects of their access that are very important on inclusion, financing and quality – the assurance of standards, as it meets the needs of the country according to the IR 4.0 labor market.Originality/valueThis is one of the unique studies of its nature which has focused on the QA on TVET programs for the digital employment market of IR 4.0 in Pakistan and South Asia.
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