Foundations of Competence-Based Vocational Education and Training

Mulder, Martin

doi:10.1007/978-3-319-49789-1_65-2

Cited by 7 publications

(8 citation statements)

References 55 publications

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“…Volume I, May 24 th , 2024. 194-207 196 One of the requirements of the modern educational environment is the transition to the competence-based approach in education, which takes place at all levels of education, including teacher education (Makovec, 2018;Šteinberga & Kazāka, 2018;Mulder, 2019). The teacher's professional competence is a processoriented concept.…”

Section: Society Integration Educationmentioning

confidence: 99%

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Margeviča-Grinberga,

Šūmane

2024

SIE

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This study investigates prospective teachers' perspectives regarding pedagogical issues and evaluates their readiness to address these challenges during instructional practice. The research investigates the experiences and perspectives of 67 students currently enrolled in teacher education programmes by employing a narrative content analysis methodology. The results point to several significant areas of concern among prospective teachers. Initially, classroom management emerged as a primary challenge, with many students expressing anxiety about efficiently managing diverse classroom dynamics and maintaining discipline. This problem indicates the need to pay more attention to classroom management strategies in study courses. Furthermore, the findings emphasize difficulties in effectively differentiating instruction to meet the diverse needs of learners. It was indicated that there is a need for more concentrated training in inclusive teaching methods since students voiced worries about their capacity to adjust teaching approaches to accommodate a variety of learning styles and abilities. The study suggests that prospective teachers are generally enthusiastic about their future careers but also recognize significant pedagogical challenges. To properly prepare future educators for the realities of the classroom, these findings have implications for teacher education programmes. They indicate a need for a more specific focus on practical skills such as classroom management and inclusive teaching practices.

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Section: Society Integration Educationmentioning

confidence: 99%

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Margeviča-Grinberga,

Šūmane

2024

SIE

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“…According to Saroni (2017), certification is a competency evaluation process that aims to obtain recognition of the ability to carry out tasks. The skills competency test is a step taken by someone to obtain proof of certification related to their ability and knowledge in carrying out work (Mulder, 2019;Paramita, 2012;Rangriz & Soltanieh, 2015). The description of the expert's opinion can be formulated that the assessor of the VHS student competency test must also be awarded a competent predicate in testing.…”

Section: Implementation Of the Assessment Competency Test For Prospec...mentioning

confidence: 99%

Improving Teacher Competence Through Curriculum Alignment Training Programs and Competency Tests for Prospective Assessors PT. Daihatsu at Islamic’s VHS 1 Blitar

Sholihah,

Yoto,

Widiyanti

2024

didaktika.j.kep

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A teacher is required to be able to develop competence and update the latest information technology. One form of technology update that can be done by teachers is participating in training programs.. This research uses a qualitative approach by carrying out the type of case study research. The results showed that training planning can be done in several stages. The first stage is the administrative and scheme preparation stage carried out by the committee together with representatives from PT Daihatsu East Java. The implementation of training begins with the socialization of the industrial curriculum, in this program teachers are introduced to industrial competencies which are used as material for curriculum alignment. The next training is the assessment of prospective competency test assessors. The process of becoming a competency test assessor involves several important stages. Prospective assessors must take part in training and examinations organized by PT Daihatsu in the Pintar Bersama Daihatsu (PBD) program. The final result of the assessment of prospective assessors is proven by an assessor certificate that can be used to guarantee the quality of student graduation when conducting competency tests at school.

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“…Through USVET, students gain qualifications, that is knowledge, skills and dispositions required to carry out work tasks according to the interests of various stakeholders in the labour market, e.g., prospective employers and education providers (Bathmaker, 2013). The prioritization of this learning to obtain qualifications has increased due to economic pressures, notably to improve matches between education and work (Bohlinger, 2012;Mulder, 2019;OECD, 2007), but it has also been strongly criticized for several reasons. One is that the relationship between the needs of the labour market and workplaces where work tasks are carried out is not straightforward (Berg, 2018;Broady, 1983).…”

Section: Vocational Knowledge For Curricular Work Tasksmentioning

confidence: 99%

Tracing the moving ‘target’ in Didaktik of vocational classroom instruction

Johansson

2020

Journal of Curriculum Studies

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Reconciling broad educational goals of job-readiness with specific work task-related qualifications or competences poses challenges for vocational teachers. To assist efforts to address these challenges, this article explores knowledge practices of project-based vocational instruction in Swedish upper secondary vocational education and training, particularly how the teacher´s intentionality (expressed through choice of a target) responds to needs to develop integrative knowledge. Two specific research questions are addressed, using a conceptual framework incorporating Didaktik and Legitimation Code Theory. First, how do vocational teachers in this setting repurpose vocational knowledge during project work? Second, what educational goals do they target during project work? Secondary analysis of participant observation data indicates that fragmentation of occupation-specific knowledge into disparate work processes and work products resulted in a split target. Pursuing the split target, observed teachers enacted knowledge practices centred on student accountability for generic but highly restricted work processes. For example, the tangible task Devising a safety and security plan was recast as the more intangible task of social collaboration in group work. Targeting collaboration appeared to provide limited integrative knowledge-building opportunities, raising concern that qualifications-based curricula may offer insufficient structure for vocational teachers to plan their instruction accordingly, at least in the observed setting.

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Foundations of Competence-Based Vocational Education and Training

Cited by 7 publications

References 55 publications

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Improving Teacher Competence Through Curriculum Alignment Training Programs and Competency Tests for Prospective Assessors PT. Daihatsu at Islamic’s VHS 1 Blitar

Tracing the moving ‘target’ in Didaktik of vocational classroom instruction

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