scispace - formally typeset
Search or ask a question
Book ChapterDOI

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.
Citations
More filters
Book ChapterDOI
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

Journal ArticleDOI
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
More filters
BookDOI
01 Jan 2017
TL;DR: In this paper, a range of aspects of internationalization in vocational education and training (VET) in different countries are addressed, including the effects of the neo-liberal market principle underpinning VET practices and reforms.
Abstract: This edited book addresses a range of aspects of internationalization in vocational education and training (VET) in different countries. It considers the impact of internationalization and student mobility on VET at the sectoral, institutional and individual levels as the sector emerges as a key tool for social and structural change in developing nations and as a flexible and entrepreneurial means of growth in developed nations. The book explores not only the effects of the neo-liberal market principle underpinning VET practices and reforms, but importantly considers internationalization as a powerful force for change in vocational education and training. As the first volume in the world that examines internationalization practices in VET, the book provides VET and international education policymakers, practitioners, researchers and educators with both conceptual knowledge and practical insights into the implementation of internationalization in VET.

18 citations

Dissertation
01 Jan 2015
TL;DR: In this paper, the authors present a glossary for glossary-based approaches for glossaries and references, including the following glossary: https://www.globescale.org/ glossary/
Abstract: .................................................................................................................................... i Acknowledgements ................................................................................................................ ii Dedication ............................................................................................................................... iii Table of contents .................................................................................................................... iv List of figures ......................................................................................................................... vii Glossary ................................................................................................................................ viii Chapter

18 citations

Journal Article
TL;DR: In this article, the authors present a case study of embedding academic literacy in subjects in a business diploma, where the embedding involves implementing integrated and shared assessment between an academic literacy subject and two discipline subjects.
Abstract: Academic literacy has become an important issue in Australian higher education as the number of international students has grown. To be academically successful, international students, and for that matter domestic students, require a range of academic literacy skills which are most effectively acquired if they are integrated and embedded within specific disciplinary contexts. This paper presents a case study of embedding academic literacy in subjects in a business diploma, where the embedding involves implementing integrated and shared assessment between an academic literacy subject and two discipline subjects. As well as reporting the outcomes and benefits of this approach, the paper proposes that this integration of assessment extends Dudley-Evans’ (2001) levels of collaborative approach to a fourth level, integrated assessment.

17 citations

BookDOI
01 Jan 2016
TL;DR: In this paper, the authors highlight the complexities of offering vocational education and training across national borders, the nature and forms of internationalization of VET in different contexts and the impacts of mobility on educational work.
Abstract: This volume has highlighted the complexities of offering vocational education and training across national borders, the nature and forms of internationalization of VET in different contexts and the impacts of mobility on educational work in the distinctive context of VET. In this chapter, we summarize the key issues as addressed by the authors in this volume and we note areas for further study and research. Emerging issues include the lack of comparable, system-wide and timely data on VET systems and students; the limited research on VET systems and the apparent lower status of VET for researchers and indeed for families seeking educational opportunities; the conjunction of withdrawal of funding for higher education in developed countries with the need for rapid training of technical and vocational workers in developing nations. Finally, authors in this volume consider the hegemonic aspects of English as the preferred language of training across many countries. The chapter also highlights the need for further research on the practices, trends, tensions and innovation in international VET and on the motivations of the students who undertake it and the teachers who provide the training.

17 citations

Journal ArticleDOI
TL;DR: The authors argue that the adoption of the competitive Vocational Education and Training (VET) markets in Australia resulted in shifts in institutional perceptions and practices, which can have long-term implications for pedagogy, learning and international students' outcomes.
Abstract: This article argues that the adoption of the competitive Vocational Education and Training (VET) markets in Australia resulted in shifts in institutional perceptions and practices. Using situated experiences and perspectives from quality assurance auditors, training managers, international students and VET teachers from seven commercial for-profit private VET institutions in Melbourne, Australia, the article suggests that there are emerging patterns of institutionalised market-based relationships, which can have long-term implications for pedagogy, learning and international students' outcomes in VET.

16 citations