VET Teachers’ Perceptions of Their Professional Roles and Responsibilities in International Education
01 Jan 2018-pp 29-50
TL;DR: In this article, the authors present VET teachers' perceptions of their professional roles and responsibilities under the changed circumstances of the internationalized VET, and argue for VET institutes' better recognition of the contextual influences on the nature of VET teacher's professional tasks as well as for more support for teachers to meet the new demands of their work roles.
Abstract: This chapter presents VET teachers’ perceptions of their professional roles and responsibilities under the changed circumstances of the internationalized VET. The analysis of the data gained from semi-structured interviews and fieldwork show that the teachers position themselves mostly as cross-cultural facilitator and mediator. The findings reveal that the teachers’ self-positioning of their professional roles is mainly shaped by their personal experience in teaching international students onshore and offshore, and being international students in the past. The chapter argues for VET institutes’ better recognition of the contextual influences on the nature of VET teachers’ professional tasks as well as for more support for VET teachers to meet the new demands of their work roles.
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25 Sep 2018
TL;DR: A micro-activity (μ-activity) based on both the inductive image-word model and the learning based on an online game is proposed, which can be used as a first didactic approach to the subject of Digital Gates.
Abstract: The officially instituted curriculum of the Specialties of Vocational Education Training (VET) in Greece involves a wide set of various teaching models. The aim of these models is to introduce technical and technological education to the students of VET. The learning models implemented in VET as well as their respective teaching scenarios are of many types and are constantly being improved through a loosely defined curriculum development process. In our work, we propose a micro-activity (μ-activity) based on both the inductive image-word model and the learning based on an online game. As a case study, we have implemented a teaching addendum to the chapter Digital Electronics from the lesson “Principles of Electronics” that can be used as a first didactic approach to the subject of Digital Gates.
2 citations
TL;DR: Araştırmanın evrenini 2020-2021 eğitim öğretim yılında Karabük İli sınırları içinde yer alan as discussed by the authors .
Abstract: Bu araştırmanın amacı, Öğretmenlerin mesleki öğrenmelerine ilişkin algılarının incelenmesidir. Araştırmada, betimsel bir modelde tasarlanmış korelasyonel bir çalışma gerçekleştirilmiştir. Araştırmanın evrenini 2020-2021 eğitim öğretim yılında Karabük İli sınırları içinde yer alan, Milli Eğitim Bakanlığına bağlı ilkokul, ortaokul ve lisede görev yapan 2834 öğretmen oluşturmaktadır. Öğretmenlerin mesleki öğrenmelerine ilişkin algılarını belirlemek için Liu, Hallinger ve Feng (2016) tarafından geliştirilen; Gümüş, Apaydın ve Bellibas (2018) tarafından türkçeye uyarlanan Öğretmen Mesleki Öğrenme Ölçeği (ÖMÖÖ) kullanılmıştır. Elde edilen veriler SPSS 21.0 aktarılarak tamamlanmıştır. Verilerin analizinde frekanslar, yüzde, ortalama ve standart sapma değerleri hesaplanmış, farklılıkların analizinde T-testi, tek yönlü Anova testinden faydalanılmıştır. Araştırmada cinsiyet, yaş, eğitim durumu, okul kademesi, okulda çalışma süresi, öğretmenlikte çalışma süresi, okulun bulunduğu bölge değişkenlerine göre anlamlı bir farklılık gösterip göstermediği incelenmiştir. Araştırma sonucunda elde edilen bulgularda, öğretmenlerin mesleki öğrenmelerine ilişkin algılarının ölçeğin alt boyutlarına göre iş birliği ve uygulama boyutunda tamamen katılıyorum düzeyinde, yansıtma ve bilgi tabanına ulaşma boyutunda katılıyorum düzeyinde olduğu görülmüştür. Araştırmada mesleki öğrenme alt boyutlarının cinsiyet, yaş, eğitim durumu, okul kademesi, okulda çalışma süresi, öğretmenlikte çalışma süresi arasında istatistiksel olarak anlamlı bir şekilde farklılaşmamış; okulun bulunduğu bölge değişkenine göre ise il merkezi ve ilçe merkezindeki okullarda görev yapan öğretmenlerin iş birliği ve yansıtma boyutlarında köy okulunda görev yapan öğretmenlere göre daha yüksek düzeyde ve istatistiksel olarak anlamlı bir farklılık saptanmıştır. Uygulama ve bilgi tabanına ulaşma boyutunda ise anlamlı farklılık ortaya çıkmamıştır.
References
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TL;DR: In this paper, the authors analyse the learning trajectories of prospective adult educators in Sweden and Denmark, based on narrative interviews with 29 students in training to become adult educators and argue that the career paths of adult educators are often long and winding roads.
Abstract: The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic stud...
25 citations
01 Jan 2013
TL;DR: In this article, the authors support vocational education teachers in both addressing the distinctive learning characteristics of international students and preparing domestic students for global skills mobility in the 'Asian Century' by providing evidence-based, highly effective, pedagogical approaches within the context of competency-based training.
Abstract: This book is designed to support vocational education teachers in both addressing the distinctive learning characteristics of international students and preparing domestic students for global skills mobility in the 'Asian Century'. Grounded in theories about teaching and learning in vocational and international education, and supported by empirical data drawn from interviews with teachers and program managers, the book expounds several evidence-based, highly effective, pedagogical approaches within the context of competency-based training. These include: (1) the intercultural approach; (2) the Ubuntu approach; (3) the language and vocational learning integration approach; (4) the perspective transformation approach; (5) the value-added approach; (6) work-based learning; and (7) flexible and divergent pedagogy. These approaches focus on developing the learner's ability to consider the broader issues in an intercultural context, to capitalise on prior experience and to adapt vocational skills to workplace settings transnationally. The underpinning theory is brought to life with real-world exemplars, 'Implications for Practice', quotes and insights from teachers, as well as reflective questions throughout the book.
25 citations
TL;DR: This paper examined the prospect of integrating the preparation of teachers in post-compulsory education to teach in schools, vocational education institutions and higher education institutions, and argued that greater differentiation between different types of vocational teachers and vocational teacher preparation can support the development of a continuum along which it would be possible to establish points of commonality with the pre-training of teachers.
Abstract: The boundaries between vocational and academic post compulsory education have been blurred by students combining vocational and academic studies and by students transferring increasingly between the two types of education. Institutions are also blurring the boundaries between the sectors by increasingly offering programs from two and sometimes three sectors. In contrast, teachers seem more entrenched than ever in their own sector. This article reports a project on the preparation of Australian teachers of vocational education. It examines the prospect of integrating the preparation of teachers in post compulsory education to teach in schools, vocational education institutions and higher education institutions. It argues that greater differentiation between different types of vocational teachers and vocational teacher preparation can support the development of a continuum along which it would be possible to establish points of commonality with the preparation of school and higher education teachers.
23 citations
01 Jan 2017
TL;DR: In this paper, the authors address the emerging ideological orientations, trends, tensions, and opportunities for internationalization in different VET systems and point out that as an emerging field of research, international VET should be recognized as an interdisciplinary scholarship that represents both the potential and the challenge for contemporary VET policy and practices.
Abstract: Internationalization is a powerful force that influences the orientation, operation, and development of all education sectors around the world. Recent reforms in the vocational education and training (VET) sector have been associated with the internationalization trend and aligned with the neoliberal ideology, globalization, changing global and national labor markets, and demands of the knowledge economy. Even though internationalization is manifested in various dimensions of the vocational education and training system in both developed and developing countries, it is an often-neglected phenomenon in the existing VET and internationalization literature. This chapter addresses the emerging ideological orientations, trends, tensions, and opportunities for internationalization in different VET systems. This chapter also points out that as an emerging field of research, international VET should be recognized as an interdisciplinary scholarship that represents both the potential and the challenge for contemporary VET policy and practices.
22 citations
Journal Article•
TL;DR: In this paper, a personal reflection on a two-year collaborative initiative between the International Student Services Language and Learning Unit and the Faculty of Health at Queensland University of Technology (QUT) from the viewpoint of the coordinating Academic Language and learning (ALL) practitioner is presented.
Abstract: This paper is a personal reflection on a two-year collaborative initiative between the International Student Services Language and Learning Unit and the Faculty of Health at Queensland University of Technology (QUT) from the viewpoint of the coordinating Academic Language and Learning (ALL) practitioner. The initiative was underpinned by a number of policy “push factors” including: the First Year in Higher Education Principles of Transition Pedagogy (Kift, Nelson, & Clarke, 2010); the Good Practice Principles (GPP); and AUQA/TEQSA auditing criteria (DEEWR, 2009; Harper, Prentice, & Wilson, 2011; Murray, 2010). It identifies the factors, institutional and personal, which have contributed to a successful collaboration and addresses the tensions the ALL practitioner experienced as she journeyed through the project.
21 citations