Teacher Professionalism in Technical and Vocational Education

Tampang, Benyamin; Wonggo, Djafar

doi:10.1088/1757-899x/306/1/012017

Cited by 8 publications

(6 citation statements)

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“…[16], Technical competence and entrepreneurial skills are perceptions expressed by teachers in vocational education in Indonesia. This means that vocational school teachers must develop skills according to their technical competence or expertise competence, [17], [18]. By mastering technical competencies, teachers will be more confident in practical learning in workshops or laboratories.…”

Section: 1skills or Professional Identity In Professional Teachers In...mentioning

confidence: 99%

Professional Identity of Vocational Teachers in the 21st Century in Indonesia

Nurtanto¹,

Sudira²,

Sofyan³

et al. 2022

JEET

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This article focuses on the professional identity needs of vocational teachers in the 21st century in Indonesia. Challenges in the 21st century have changed and caused major changes for vocational teachers, while vocational teachers have heterogeneous characteristics, including learning experience, educational background, employment status, and other determinants. An important objective of this study is to analyze the proxies of professional identity of vocational teachers in the 21st century in preparing future vocational teachers. This research uses a descriptive qualitative approach. A total of 139 vocational teachers participated in describing the professional skills needs of vocational teachers for the future. The findings describe that (1) technology skills and ICT are defined as hard skills and apart from the 4Cs, literacy strengthening is needed to strengthen soft skills; and (2) vocational teachers need hands-on experience in the business world, industry, and the world of work (DUIKA). This study recommends that the professional competence of vocational teachers needs to be improved through self-development training and continuous professional development (CPD). Keywords: vocational teacher, professional teacher, professional identity, technology skills, real experience

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Section: 1skills or Professional Identity In Professional Teachers In...mentioning

confidence: 99%

Professional Identity of Vocational Teachers in the 21st Century in Indonesia

Nurtanto¹,

Sudira²,

Sofyan³

et al. 2022

JEET

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“…The results of this study indicate that literacy in digital and information skills is included in the high category. Although it is included in the high category, literacy for digital and information skills requires special attention in the era of the industrial revolution 4.0 (Elisa Pérez Tampang & Wonggo, 2018). The internet of things (IoT)-based technology is increasingly being applied in industry to support work (Chirumalla, 2021).…”

Section: Discussionmentioning

confidence: 99%

Literacy of Vocational High School Teachers Majoring in Automotive Light Vehicle Engineering The Need for Essential Skills in The Industrial Revolution 4.0

Anwar

Sudira

2022

J. Educ. Technol.

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Industrial revolution 4.0 changes the pattern of human life. One of the changes is the essential skills that workers must master. The automotive world is experiencing rapid development, so workers entering this field must be prepared carefully. As a transfer of knowledge and forming a reliable workforce candidate, teachers must know the essential skills that will be taught to students to face the challenges of the industrial revolution 4.0. This study aims to analyze the literacy level of SMK teachers majoring in Automotive Light Vehicle Engineering towards the essential skill needs in the Industrial Revolution 4.0 era. The research uses a quantitative approach using a survey research design. This study involved 168 SMK teachers majoring in Automotive Light Vehicle Engineering as the research sample. Collecting data using a questionnaire with a four-choice Likers scale instrument and analyzed using descriptive analysis. The results showed that the literacy level of SMK teachers majoring in Automotive Light Vehicle Engineering towards essential skill needs in the era of the industrial revolution 4.0 and included in the high category. Essential skills include digital and information skills obtaining a percentage of 75.05%, learning skills obtaining 75.33%, and life and career skills obtaining 76.13%. Although overall, in the high category, there are several items of teacher literacy on essential skills that need to be improved.

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“…As professionals, teachers play important roles and responsibilities in the implementation of teaching programs (Tampang & Wonggo 2018). Educators are individuals whose role is to produce excellent and high-quality students.…”

Section: Kv Lecturers' Perceptions Of the Constraints Of Implementing...mentioning

confidence: 99%

Emergency Remote Teaching: Perceptions of College Vocational Lecturers Towards Constraints and Pedagogical Competencies

Raof¹,

Musta’ámal²,

Harmeni³

et al. 2022

JTET

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This study aims to identify the perceptions of vocational college lecturers on the constraints and pedagogical competencies that need to be possessed in delivering the curriculum when the COVID-19 pandemic hits the country. The curriculum delivery method implemented in this study is online with emergency remote teaching (ERT) method. This study was a quantitative study that used a set of questionnaire as a research instrument. The respondents of this study consisted of 364 lecturers of KV throughout Malaysia. The data collected were analysed using the SPSS software. Multivariate analysis of variance was used to analyse the data. The results of the study found that enabling conditions factor and technological factor are the main constraints for KV lecturers in implementing ERT teaching. Overall, the level of lecturers' constraints is at a moderate level. Meanwhile, from the aspect of pedagogical competence of lecturers in implementing ERT is also at a moderate level. The one-way ANOVA test conducted showed that there was a significant difference between the gender factors on the constraints and the pedagogical competence of the lecturers in implementing ERT. The study is significant to Malaysian Vocational College in identifying lecturers' perceptions of the constraints faced in implementing teaching during the COVID-19 pandemic. Besides, this study is important to identify the pedagogical competencies possessed by lecturers when implementing teaching and learning at home using ERT.

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Teacher Professionalism in Technical and Vocational Education

Cited by 8 publications

References 0 publications

Professional Identity of Vocational Teachers in the 21st Century in Indonesia

Professional Identity of Vocational Teachers in the 21st Century in Indonesia

Literacy of Vocational High School Teachers Majoring in Automotive Light Vehicle Engineering The Need for Essential Skills in The Industrial Revolution 4.0

Emergency Remote Teaching: Perceptions of College Vocational Lecturers Towards Constraints and Pedagogical Competencies

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