The Generational Digital Gap within Dual Vocational Education and Training Teachers

Sanchez-Prieto, Jesús; Torres, Juan Manuel Trujillo; Gómez-García, Melchor; García, Gerardo Gómez

doi:10.12973/eu-jer.9.4.1557

Cited by 15 publications

(13 citation statements)

References 25 publications

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“…In particular, the immersion of these resources in vocational education, such as that at hand, is considered essential, as this is a stage in which it is necessary to convey to future generations of professionals the importance that lies in digital transformation in the face of the future challenges facing the labour society [6,34,35].…”

Section: Discussionmentioning

confidence: 99%

Incident Factors in the Sustainable Development of Digital Teaching Competence in Dual Vocational Education and Training Teachers

Prieto

Torres

García

et al. 2021

EJIHPE

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For years the technological revolution has been transforming all facets of our society. Teaching could obviously not be an exception but is quite the opposite because of its role in training the individuals of that society. Teachers at all levels of education are subjected to an adaptation process to develop the digital skills necessary for this transformation. This process must be permanent as there are still major deficiencies in teachers’ ICT knowledge and rejection of their application. This study aims to see whether the inadequacy of digital teaching skills also occurs in the Dual Vocational Training modality. To this end, a descriptive quantitative method has been carried out in a sample of teachers from the Professional Formation Dual system in the Autonomous Community of Andalusia. The results show an insufficient level of digital skills that is therefore improvable, finding some factors that influence, to some extent, the various components of digital competence such as prior teacher training, the locality in which their school resides or the category of teaching to which he belongs. Therefore, it is advised to continue to promote in-service training in digital competence for in-service teachers in order to achieve sustainable educational development.

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Section: Discussionmentioning

confidence: 99%

Incident Factors in the Sustainable Development of Digital Teaching Competence in Dual Vocational Education and Training Teachers

Prieto

Torres

García

et al. 2021

EJIHPE

Self Cite

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“…According to the theory of differential equations, we find that formula (2) has a unique solution under fairly wide conditions. Since the nonlinear function has infinitely noninterchangeable forms, it reflects the infinitely different qualitative properties of the nonlinear vocational education system [7]. It is impossible to solve the vocational education system described by equation ( 2) analytically.…”

Section: Analysis Methodsmentioning

confidence: 99%

Dynamic Nonlinear System Based on Complex System Theory in the Development of Vocational Education

Kharabsheh

2022

Applied Mathematics and Nonlinear Sciences

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Vocational education and dynamic social development are two complex nonlinear systems. Establishing the linear system theory of vocational education in university education is a relatively complex subject. We use qualitative and quantitative methods to establish nonlinear differential equations of college students' vocational education. This paper analyzes the structural characteristics of the vocational education industry-education integration system and the dynamic factors that cause the evolution of the nonlinear system. Finally, the article verifies the higher vocational education system's non-equilibrium, openness, and nonlinearity through examples.

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“…The TPACK framework inspired nearly all the records in the appendix overview with only a few using the validated questionnaires in full. More often, a subset of items was selected and combined with items derived from other instruments, such as the Spanish national framework INTEF (Sanchez-Prieto et al, 2020). In five articles, the authors claimed that the scales were adapted to VET, but only in one case was this revision made explicit (Roll & Ifenthaler, 2021).…”

Section: Descriptive Analysis Of Core and Supplementary Literature De...mentioning

confidence: 99%

Frameworking vocational teachers’ digital competences

Lahn,

Berntsen

2023

NJCIE

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Two decades of international research on digital competence of teachers have provided a number of frameworks for empirical studies and curriculum development. However, research publications addressing the needed digital competence of vocational (VET-) teachers are scarce. In this article we ask to what extent leading conceptual frameworks on digital competence are fruitful templates for studying such competences in the case of VET-teachers’ professional development, and what could be alternative conceptual models that fit this professional category. A synthesis is made of relevant literature based on a theoretical platform in vocational didactics and digitalization that highlights the diversity of international VET-systems and the connectivity between work and school. We adopt an integrative literature research approach that combines systematic procedures and supplementary searches in an iterative way. Our descriptive analysis of the literature indicated that the international research on VET-teachers digital competence had in general a narrow focus on technical skills with a lack of perspective on key issues about their digital competences such as connectivity school / work, subject-specificity, and adaptive pedagogy. The articles tended to leave out contextual issues, for example the changing professional work of vocational teachers and background information about the national VET-systems. However, part of the literature pointed to the need for more “grounded” research starting from case-studies and qualitative data / mixed-methods research. Our synthesis of the literature in light of our theoretical framing identified four main topics for further research on VET-teachers’ digital competence that were incorporated in a working model or a “frameworking” that needs to be further developed in order to provide a rich and validated basis for constructing professional programs.

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The Generational Digital Gap within Dual Vocational Education and Training Teachers

Cited by 15 publications

References 25 publications

Incident Factors in the Sustainable Development of Digital Teaching Competence in Dual Vocational Education and Training Teachers

Incident Factors in the Sustainable Development of Digital Teaching Competence in Dual Vocational Education and Training Teachers

Dynamic Nonlinear System Based on Complex System Theory in the Development of Vocational Education

Frameworking vocational teachers’ digital competences

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