Factors Influencing the Technological Pedagogical Content Knowledge (TPACK) among TVET instructors in Malaysian TVET Institution

Chua, Junnaina Husin; Jamil, Hazri

doi:10.1016/j.sbspro.2012.12.096

Cited by 31 publications

(26 citation statements)

References 17 publications

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“…Therefore, pragmatic action should be taken to deal with this issue. Many countries, like United Kingdom, Malaysia, Australia, Indonesia, New Zealand and Ghana, have made some readjustments for the delivery of TVET by introducing the competency framework which has proven to be effective (Chua & Jamil, 2012). Competency framework is a comprehensive structure that describes the key Abstract: Competency framework is a tool that determines the needed competencies for individuals in order to curtail the challenges that are existing currently and to uphold sustainable development.…”

Section: Introductionmentioning

confidence: 99%

Development of Competency Framework for Nigerian TVET Teachers in Tertiary TVET Institutions

Sern¹,

Hamisu²,

Salleh³

2019

JTET

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Section: Introductionmentioning

confidence: 99%

Development of Competency Framework for Nigerian TVET Teachers in Tertiary TVET Institutions

Sern¹,

Hamisu²,

Salleh³

2019

JTET

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“…Aziz (2007) in TVET stream found that the competency component of entrepreneurship teaching was still lacking. Such incompetence projects a negative image on the TVET students and institutions in Malaysia (Affandi et al, 2020;Chua & Jamil, 2012b). In a recent study, Omar et al (2020) reported similar findings whereby TVET instructors in the engineering field had moderate levels of knowledge, attitude, and practice in the field of entrepreneurship.…”

Section: Introductionmentioning

confidence: 93%

Embedding Entrepreneurial Knowledge in Vocational College Curriculum: A Case Study of the Competency of TVET Instructors

Omar¹,

Ismail²,

Abdullah³

et al. 2021

JST

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Entrepreneurial knowledge is important and it has been adopted in numerous curriculum and subject matters. Even though the embedding of the entrepreneurship syllabus in the curriculum might be able to enhance the knowledge of the students and subsequently trigger their interests in business, very often students would forget about it once they graduated from the program and fail to put their entrepreneurial knowledge to use. One of the common postulations was the lack of effective teaching by the teachers. Based on this assumption, a case study was conducted to explore the competency requirement of teachers related to the teaching of entrepreneurial-based knowledge and to investigate the process of teaching and learning entrepreneurship curriculum in the classroom settings. A semi-structured interview was conducted to the 7 informants. The informants were chosen using purposive sampling from the selected vocational colleges (3 instructors, 3 students, and 1 director). In-depth and constant comparative analysis was utilized to validate the themes. We triangulated the narratives along with five other sources of data, including note-taking via observations, document analysis of lesson plan, curriculum content, policy, and guidelines. NVIVO software was used to organize the narratives and guide the thematic analysis findings. The findings demonstrated that entrepreneurial competency is important for the engineering TVET instructors to pass on the necessary entrepreneurial skills to students. In view of the latest trends in business and marketing strategies and wide application of gig economy, the range of competency in entrepreneurial skills identified in shaping the future orientation of entrepreneurial fields.

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“…A survey method used to measure the level of in-service teacher professional knowledge (Chua, 2012). Data from the survey also used to classify the emerging factors that influence instructor knowledge.…”

Section: Measuring Tpackmentioning

confidence: 99%

Developing Self-Assessment Instrument for Measuring Pre-Service Teachers’ Technological Pedagogical Vocational Knowledge

Rahmawati

Suryani

Akhyar

et al. 2020

HSSR

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Purpose of the study: This study aims to develop a self-assessment instrument for measuring pre-service teachers' Technological Pedagogical Vocational Knowledge (TPVK). The developed instrument reviewed by experts and analyzed for the reliability and the internal consistency. TPVK, as the expansion of Technological Pedagogical Content Knowledge (TPACK), is the basis of effective teaching vocational knowledge with technology. TPVK’s instrument needed to assess the profile of TPVK among pre-service teachers. Assessing current TPVK’s profile among pre-service teachers is needed to formulate the appropriate efforts for the improvement in the teacher training program. Methodology: Fifty-one survey questions were initially created based on literature and then reviewed by some experts to do the content and face validity of the instrument. The item analysis to determine the criterion of internal consistency used Pearson Product Moment regarding the data collected from two hundred and sixteen pre-service vocational teachers. The reliability of the instrument is determined by using Cronbach’s alpha coefficient. Principal Findings: The criterion of internal consistency from each TPVK component is relatively high. The lowest mean degree was 0.736 for PK, and the highest mean degree was 0.857 in the TPK component. The Cronbach's alpha coefficient for the reliability test was 0.883 in the TK component as the lowest degree and 0.937 in the PVK component as the highest degree. Practical Implication: The results revealed that the TPVK instrument was a valid and reliable tool for assessing pre-service vocational teacher's technology, pedagogy, and vocational knowledge, especially in Indonesia, due to the language used in this instrument. Novelty/Originality of this study: This article based on the development study to measure Technological Pedagogical Vocational Knowledge pre-service teachers' instrument as the expansion of TPACK, whereas the content knowledge focused on vocational knowledge.

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Factors Influencing the Technological Pedagogical Content Knowledge (TPACK) among TVET instructors in Malaysian TVET Institution

Cited by 31 publications

References 17 publications

Development of Competency Framework for Nigerian TVET Teachers in Tertiary TVET Institutions

Development of Competency Framework for Nigerian TVET Teachers in Tertiary TVET Institutions

Embedding Entrepreneurial Knowledge in Vocational College Curriculum: A Case Study of the Competency of TVET Instructors

Developing Self-Assessment Instrument for Measuring Pre-Service Teachers’ Technological Pedagogical Vocational Knowledge

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