Improving the Quality of Technical and Vocational Education in Slovakia for European Labour Market Needs

Hrmo, Roman; Miština, Juraj; Krištofiaková, Lucia

doi:10.3991/ijep.v6i2.5369

Cited by 28 publications

(25 citation statements)

References 2 publications

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“…There are no doubts about the high importance of the skills of the academic staff: the pedagogical competencies of the academic staff are undoubtedly a key factor in the success of the professional training of students of all types of universities and vocational schools [1,2,3]. The international scientific literature in Spanish-speaking countries regarding the university teacher´s training shows a clear inclination towards training courses designed from a generic vision of university teaching and not necessarily specialized in a particular discipline.…”

Section: Context Of the University Teacher Training In Chilean Universitiesmentioning

confidence: 99%

Teacher Training's Needs in University Context: A Case Study of a Chilean University of Applied Sciences

Gormaz-Lobos

Galarce-Miranda

Hortsch

et al. 2021

Int. J. Emerg. Technol. Learn.

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Frequently, the teacher training programs in Chilean universities are designed from a generic vision of pedagogical competencies (not necessarily specialized for a particular discipline) and in form of face-to-face activities. The new demands of the society and the economy, the constant specializations of the scientific fields, and the incorporation of new technologies for teaching and learning make that the typical contemporary forms for the teacher academic training must be reviewed and analyzed. The main goal of this paper is to present the results of a survey about teaching needs on Engineering Pedagogy in engineering departments of INACAP (a Chilean university of applied sciences). In general, the in-strument and indicators seek to obtain information about: (i) needs/demands related to engineering didactic fundamentals, (ii) requirements for the structuring and assessment of teaching-learning processes in a university context, (iii) requirements for the design and evaluation of face-to-face as well as online teaching-learning activities in engineering, among others. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) in cooperation with the academic staff of INACAP at the Talca campus, under the pedagogical support of the Technische Universität Dresden (Germany), Faculty of Education. Based on these research results and on the IGIP Curricula, a teacher training program for the academic staff of the engineering schools in online modality was designed and implemented.

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Section: Context Of the University Teacher Training In Chilean Universitiesmentioning

confidence: 99%

Teacher Training's Needs in University Context: A Case Study of a Chilean University of Applied Sciences

Gormaz-Lobos

Galarce-Miranda

Hortsch

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…Professional soft skills are considered attributes pre-engineers and scientists need to be successful in their careers [20,21]. This inclusion into the accreditation standards did not come without controversy.…”

Section: Scientific Skills and Professional Soft Skillsmentioning

confidence: 99%

Teaching Process Skills to Pre-Engineers using Situated Learning – A Case Study

2018

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In this case study, undergraduate students presented physics concepts to patrons at a planetarium. This created an early opportunity for these pre-professionals to practice the process skill of oral communication to a lay audience. The case study resulted from working with students participating in a grant called the da Vinci project. It reports on a situated experience pre-engineering and calculus-based physics students had working with their professor to create a brochure and present a physics concept to patrons visiting a public planetarium. Working closely with their professor, students were able to use this required professional skill in a real world (situated) context. This opportunity helped bridge the gap between these pre-professionals’ experiences in training and in their careers in STEM fields. Thirty students attending a two-year college in the Southwestern US self-selected to participate in the project. Each student participant built a kit-based model of a machine, designed an informational flyer aligned to state K-12 physical science standards, and presented informally to the public visiting a planetarium. Data were collected from the students via written reflections before and after the presentation and from email correspondence with their professor. Qualitative analyses of these reflections assessed the students’ progress toward a finished presentation. Results suggest that obstacles to public speaking fluency come from the fear of making mistakes or giving out misinformation. Opportunities to engage in informal public speaking helped overcome these obstacles. Students demonstrated increased confidence in their ability to share their knowledge with the public after undergoing guided informal speaking practice. The opportunity for students to practice public speaking during their undergraduate training can increase confidence and better prepare them for a career.

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“…Enterprise competitiveness is directly associated with the modernization of production facilities, which results in the emergence of new skills and job functions, as well as new competencies and professions; in turn, this necessitates training and retraining of personnel that take place in the context of a close cooperation between educational institutions and enterprises [1][2][3]. The relevance of the creation and development of the system is due to globalization, the rapid technical and technological re-equipment of the industry, the emergence of new jobs, and an increase in professional mobility, which creates the need for a new approach to training and retraining of personnel of industrial enterprises [4,5].…”

Section: Introductionmentioning

confidence: 99%

Features of the Implementation of Learning Based on Modular Technology in the Corporate Training Center

et al. 2021

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The research aims to identify and substantiate the organizational and pedagogical conditions for the effective implementation of modular technology for the devel-opment of professional competencies in welder students in a corporate training center. The practical analysis of student achievements based on the proposed modular training system with the participation of two groups of men undergoing vocational training (22 people in each of them) showed that the experimental group provided more qualitative average answers to 9 out of 20 test questions, and the total average score was higher in this group. The experimental group also showed statistically significant and higher average scores in 5 practical tests. The results of the study can be put into practice to improve the quality of engineering training in corporate training centers.

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Improving the Quality of Technical and Vocational Education in Slovakia for European Labour Market Needs

Cited by 28 publications

References 2 publications

Teacher Training's Needs in University Context: A Case Study of a Chilean University of Applied Sciences

Teacher Training's Needs in University Context: A Case Study of a Chilean University of Applied Sciences

Teaching Process Skills to Pre-Engineers using Situated Learning – A Case Study

Features of the Implementation of Learning Based on Modular Technology in the Corporate Training Center

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