Cultivating Responsibilities of Vocational Teachers: A Framework for Preparing Education to Work

Nurhadi, Didik; Lyau, Nyan-Myau

doi:10.21831/jptk.v24i2.19347

Cited by 4 publications

(2 citation statements)

References 13 publications

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“…The classical dimensions of competencies [15][16][17] acquire a more specific tone when training includes some practices, where the newly acquired knowledge is applied. When this information is applied to experience, as defined by Dewey, both the thinking and learning process are completed because all fully participate.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development

et al. 2020

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The present research is embedded in the professional development and research line, and in the needs of secondary education and first-year university teachers. Evidencing the importance of teachers’ professional training to include specific adaptations and skills on both the intercultural dialogue and understanding—often called Intercultural Competence—is fundamental because of the direct impact for the sustainable development of human beings, groups, and ecosystems. An extensive investigation of the role played by each of the main competencies linked to the following intercultural dimensions was performed: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. The integrated methodology used was a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. Findings showed the impact of the intercultural dialogue and understanding in education patterns for the sustainable development of society. Other outputs also underlined the relevance of setting up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies—Professional Identity, Ethics and Axiology, Methodology—were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development

et al. 2020

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“…Developed countries such as America, Germany and Japan carry out their vocational education very well so that their economies develop rapidly. This is because they are very aware that the importance of vocational education provision in work for economic development [2]. Countries in Southeast Asia are even currently making the development of vocational education the key to dealing with problems in the form of economic and social growth and development in the future [3].…”

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confidence: 99%

The Impact of Trends in the Opening of Automotive Engineering Study Program (Light Vehicle and Motorcycle) in Vocational High Schools

Sugiarto¹,

Syahril²,

Syah³

et al. 2023

Advances in Social Science, Education and Humanities Research

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The aim of this study was to identify the impact that occurred from the trend of opening the Automotive Engineering Study Program, with the Light Vehicle Engineering and the Motorcycle Engineering in Vocational High Schools (SMK). The trend of opening the Automotive Engineering Study Program is not only in newly established or opened SMK, but also in several old SMK which were not originally from the Technology and Industry group. The method used in this research is descriptive quantitative method, the data used in the research consists of: primary data and secondary data. Primary data was obtained through interviews and observations at several SMK, while secondary data regarding the number of automotive engineering study program SMK and the number of existing teachers was obtained from the Education Office of West Sumatra Province. The results showed that there were 83 SMK in the Automotive Engineering Study Program in West Sumatra Province, with details of 43 Public Vocational High Schools and 40 Private Vocational High Schools. The city of Padang has the largest number of Automotive Engineering Study Program Vocational Schools, namely 15 Vocational High Schools (18.07%), with details: 4 State Vocational High Schools (26.67%) and 11 Private Vocational High Schools (73.33%). The impacts arising from the tendency to open the Automotive Engineering Study Program at SMK, namely: (1) a shortage of teachers for automotive engineering expertise programs at several SMK; (2) Workshops and practicum equipment at several SMK are incomplete and inadequate; (3) The practicum ability of automotive engineering teachers is still lacking and the technology is not updated; (4) Less and limited number of automotive industries or companies that are suitable as places of apprenticeship (Industrial Field Practice) for Automotive engineering study program students.

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TPACK and HOTS preparation for engineering education students with integrated project-based learning live MOOCs

Subandi¹,

Sudjimat²,

Tuwoso³

2023

AIP Conference Proceedings

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Cultivating Responsibilities of Vocational Teachers: A Framework for Preparing Education to Work

Cited by 4 publications

References 13 publications

Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development

Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development

The Impact of Trends in the Opening of Automotive Engineering Study Program (Light Vehicle and Motorcycle) in Vocational High Schools

TPACK and HOTS preparation for engineering education students with integrated project-based learning live MOOCs

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