Teacher interpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia

Misbah, Zainun; Gulikers, J.T.M.; Maulana, Ridwan; Mulder, Martin

doi:10.1016/j.tate.2015.04.007

Cited by 56 publications

(48 citation statements)

References 34 publications

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“…Indonesian vocational schools have gained much popularity and supports from several social factors. However, the most important support is from parents (Misbah, Gulikers, Maulana, & Mulder, 2015;Newhouse & Suryadarma, 2011). Most parents believe that if their children are enrolled in vocational schools, they will gain more advanced skills and thus have an advantage over those who enroll in general high schools (Misbah et al, 2015).…”

Section: Korean Socio-cultural Background Related To Stem Educationmentioning

confidence: 99%

“…However, the most important support is from parents (Misbah, Gulikers, Maulana, & Mulder, 2015;Newhouse & Suryadarma, 2011). Most parents believe that if their children are enrolled in vocational schools, they will gain more advanced skills and thus have an advantage over those who enroll in general high schools (Misbah et al, 2015). Perhaps because of this, the number of vocational school students in Indonesia exceeded the number of general high-school students in 2015 (JPPN, 2015).…”

Section: Korean Socio-cultural Background Related To Stem Educationmentioning

confidence: 99%

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Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia

Sein

Rachmatullah

Roshayanti

et al. 2018

Int J Educ Vocat Guidance

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The purpose of this study was to understand the career motivation of secondary students in science, technology, engineering, and mathematics (STEM) by comparing Korean and Indonesian students. Effects of gender and educational level on students' STEM career motivation were also examined. To test for differences, we used Rasch analysis, 3-way ANOVA, correlation analysis, and multiple group path analysis. STEM career motivation was found to be significantly affected by interactions between country, gender, and educational level. Overall, Indonesian students had more STEM career motivation than Korean students. Korean students showed larger gender differences in STEM career motivation than Indonesian students. Resumen. Motivación de los estudiantes de secundaria para la carrera en STEM: Estudio transcultural entre Corea e Indonesia. El propósito de este estudio fue entender la motivación de los estudiantes de secundaria para la carrera en Ciencias, Tecnología, Ingeniería y Matemáticas (STEM) comparando estudiantes de Corea e Indonesia. También se examinaron los efectos de género y nivel educativo sobre la motivación de los estudiantes para la carrera en STEM. Para probar las diferencias se usó el análisis Rasch, el 3 vias ANOVA, el análisis correlacional y el análisis de ruta en grupo múltiple. La motivación para la carrera en STEM se encontró significativamente afectada por las interacciones entre país, género y nivel educativo. En general, los estudiantes indonesios tenían más motivación para la carrera en STEM que los estudiantes coreanos. Los estudiantes coreanos mostraron mayores diferencias de género en las motivaciones para la carrera en STEM que los estudiantes indonesios. Résumé

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Section: Korean Socio-cultural Background Related To Stem Educationmentioning

confidence: 99%

Section: Korean Socio-cultural Background Related To Stem Educationmentioning

confidence: 99%

Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia

Sein

Rachmatullah

Roshayanti

et al. 2018

Int J Educ Vocat Guidance

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“…Despite a growing number of studies on the effectiveness of teaching and quality within the vocational education context (e.g. Misbah et al, 2015;Placklé et al, 2014), the higher vocational education context is under-represented. Therefore, the research reported here aims to respond to this gap in the literature by contributing to the practical knowledge of quality teaching within a Maltese higher vocational education institution.…”

Section: Introductionmentioning

confidence: 99%

Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study

Said

2018

IJRVET

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Vocational Teaching-Learning in Malta 43 understanding lecturers who provide concrete industrial examples. Assessment preferences included home based assignments and research projects. The preferred learning environment is in line with most characteristics of the Powerful Learning Environment.Evidence shows that there is no particular difference between a higher vocational student and a higher education student. Implications for the enhancement of students' learning processes are discussed and recommendations for further research are elaborated.

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“…In competence-based education, students should be challenged more to perform complex, vocational problems and guide their own learning process without being this dependent on their teachers (Sturing et al 2011). Thus, the way students and teachers interact in their regular educational practice needs to be addressed for a proper implementation of these assessments as an integral part of the curriculum (Misbah et al 2015) as well as for preparing students for independent performance of occupational tasks expected in VET (EQF level 4; see described in the 'research context').…”

Section: Conclusion and Discussionmentioning

confidence: 99%

An assessment innovation as flywheel for changing teaching and learning

Gulikers

Runhaar

Mulder

2017

Journal of Vocational Education & Training

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This contribution shows an example of how an assessment innovation can serve as a flywheel for changing teaching and learning. This article first explains the development of an authentic, competence-based performance assessment in pre-vocational secondary education (pre-VET). Using these assessments in pre-VET, that is preparatory to VET, is important for motivating students for a future in VET. Second, in an action research 34 teacher teams of 11 pre-VET institutions implement the new assessment, supported by researchers and teacher coaches, to illuminate how it motivates students, prepares them for VET, and influences teaching and learning. Data from 76 teachers, 68 students, 24 teacher coaches and 3 researchers showed how implementing these assessments raised questions about changing educational content and pedagogy to fit a competence-based approach. Increasing teachers' expectations of students, changing studentteacher interaction patterns, and developing teachers' practical understanding of competencies and how they can be observed and discussed in assessments are some of the intriguing challenges that require further support for proper implementation of competence-based assessments and developing an aligned competence-based teaching and learning process.

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Teacher interpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia

Cited by 56 publications

References 34 publications

Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia

Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia

Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study

An assessment innovation as flywheel for changing teaching and learning

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