Critical issues of teaching innovations for vocational teachers: a literature review

Sudirman, Anselmus

doi:10.1088/1742-6596/1273/1/012038

Cited by 3 publications

(1 citation statement)

References 36 publications

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“…Furthermore, Pooja (2021) identified a need for change in adopting digital technologies in VET to amplify learning. In this regard, data show that vocational teachers are actively advancing in their digital competences (Sudirman, 2019), although levels would still appear to be low (Moreno-Guerrero et al ., 2021).…”

Section: Introductionmentioning

confidence: 99%

Analysing student satisfaction with teaching strategies in vocational education

Noguera,

Quesada-Pallarès,

Sepúlveda-Parrini

2024

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PurposePedagogical and digital innovation in vocational education training (VET) is scarce as well as research on the subject. The pandemic may have prompted a modernization of VET that needs to be examined with a focus on the main subjects: the students. The purpose of this paper is to analyse students' perspectives on henceforth VET pedagogies. We aim to investigate students' perspectives and satisfaction regarding the didactic strategies and teaching modalities they experience to inform further trends in VET.Design/methodology/approachA quantitative and cross-sectional study was conducted, gathering the views of 460 Catalan VET students through a questionnaire. Data were analysed descriptively and applying the generalised linear model (GLM) mediation model to address the specific aims detailed below.FindingsThe findings show that the most frequent and preferred teaching strategies are lecturing and active learning, while situated learning is found to be less frequent and preferred. Face-to-face is the preferred teaching mode for all teaching strategies. The internship modality does not affect students' satisfaction with teaching strategies, while the professional brunch does.Research limitations/implicationsThe limited responses gathered and the impact of the pandemic on the students' views limit the widespread applicability of the results. Future work must collect data from a broader sample and within a context of normality to determine current pedagogies and the use of digital technologies in VET.Originality/valueLiterature on VET pedagogies is scarce, and little is known about the predictable boost that the pandemic gave to the digitalisation and pedagogical modernisation of VET. Our study sheds light on the shift towards combined teaching strategies with a particular focus on active learning.

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Section: Introductionmentioning

confidence: 99%

Analysing student satisfaction with teaching strategies in vocational education

Noguera,

Quesada-Pallarès,

Sepúlveda-Parrini

2024

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Augmented reality‐based higher order thinking skills learning media: Enhancing learning performance through self‐regulated learning, digital literacy, and critical thinking skills in vocational teacher education

Yuniarti,

Rahmawati,

Anwar

et al. 2024

Euro J of Education

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Preparing high‐quality graduates is a pressing challenge in teacher education, particularly among vocational high school graduates in Indonesia who face elevated unemployment rates. This experimental study explores the impact of integrating augmented reality (AR) and higher order thinking skills (HOTS) into vocational teacher education, empowering future educators with essential skills to meet evolving educational demands. The proposed learning media served to assist students in better comprehending abstract content through HOTS‐based learning activities, improving subject mastery. We investigated the effects of AR‐based HOTS learning media on learning performance based on self‐regulated learning, digital literacy, and critical thinking, using a mixed‐method research design with 241 participants. Our results demonstrate a positive impact on these factors, underscoring the significance of effective AR‐based learning tools in enhancing the quality of vocational teacher education.

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Mesleki ve Teknik Eğitim Beceri Sistemlerinin Dijitalleşmesi

Gürbüz

2024

Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama

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Günümüzde etkisini arttıran dijitalleşme, geleneksel iş hayatını teknolojinin daha yoğun kullanıldığı ortamlara dönüştürerek nitelikli insan sermayesine olan ihtiyacı artırmaktadır. Teknolojik gelişmeler, iş yaşamını modernize ettiği gibi meslekî ve teknik eğitim öğretimde de teknoloji tabanlı öğrenme yöntemlerinin kullanımını artırmaktadır. Çalışmada teknolojik gelişmeler doğrultusunda meslekî ve teknik eğitimin dijitalleşmesinin beceri sistemlerine etkisini özellikle muhasebe eğitimi bağlamında ele almak amacıyla doküman incelemesi ve içerik analizi gerçekleştirilmektedir. Özellikle ortaöğretim düzeyinde meslekî ve teknik eğitim öğretimin dijitalleşmesine odaklanılarak nitelikli iş gücünün ve rekabet düzeyinin artırılmasına vurgu yapmaktadır. Bulgular gelişen sınıf teknolojilerinin meslekî ve teknik eğitim öğretime entegresiyle öğrenci, öğretmen ve okul idarelerinin yanı sıra iş ve sosyal yaşamın da şekillendiğini göstermektedir. Çalışma meslekî ve teknik eğitim becerilerinin dijitalleşmesinde başarı için işgücü piyasası, öğrenciler, öğretmenler ve eğitim kurumları arasında güçlü bir iş birliğinin kurulmasının önemini ortaya koymaktadır. Meslekî ve teknik eğitim öğretim beceri sistemlerinin dijitalleşmesinde finansman, teknik alt yapı ve yasal düzenlemelerin sağlanmasında devlet desteğinin önemi vurgulanmaktadır.

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Critical issues of teaching innovations for vocational teachers: a literature review

Cited by 3 publications

References 36 publications

Analysing student satisfaction with teaching strategies in vocational education

Analysing student satisfaction with teaching strategies in vocational education

Augmented reality‐based higher order thinking skills learning media: Enhancing learning performance through self‐regulated learning, digital literacy, and critical thinking skills in vocational teacher education

Mesleki ve Teknik Eğitim Beceri Sistemlerinin Dijitalleşmesi

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