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Many issues have been taking place in the academia including Malaysian TVET institutions, which give rise to the need for continuous learning and updating competencies of TVET teachers across all ages. The purpose of this paper is to propose the competency Framework of TVET teachers by investigating the competency needs in Malaysian institutions. Primary data were collected using questionnaires to reveal the perceptions of thirty TVET teachers based on their competency needs. The result shows that the TVET teachers perceived all the twenty five competencies as important and the findings also shows the accepted Cronbach’s Alpha. The paper concerns on only TVET teachers perceptions on competency needs in their institutions. The paper provides an important pilot analysis on proposed competency framework of TVET teachers to enable further analysis in the area to be carried out.
Online Journal for TVET Practitioners
What Else Matters? Competency of Malaysian Educators in Technical and Vocational Education: A Scoping Review2021 •
This article reported up-to-date studies on competencies issues of TVET educators from Malaysia’s institutions. Various electronic databases were used and through systematic selection, 12 scientific articles were identified. The findings of the identified studies were organized by five emerging key matters (1) imbalance of technical and non-technical competency; (2) lack of practical skills training and work experience; (3) issue of greening TVET; (4) lack of self-concept and self-confidence in improving performance; and (5) lack of pedagogical approach for social and humanity competency. This review indicates that these five key matters about competency apply to the current norm of Malaysian TVET educators across all ages. Thus, the review concludes by suggesting educators to progressively increase their knowledge and skills through theoretical and practical training and real experiences acquired from home and abroad. This will enhance their competencies in line with the national a...
Universal Journal of Educational Research
Knowledge, Skills, and Attitudes as Predictors in Determining Teachers' Competency in Malaysian TVET InstitutionsTeachers' competency has sparked much interest among educational stakeholders in Malaysia. The debates among how well Malaysian teachers educate students has produced concern and become interminably reported in research. Under the government civil servants' services, teachers have been called upon to gain and bringing back this noble and reputable profession at its standard and earn the trust of parents in ensuring the success of their children at school. As part of this matter, TVET stream in Malaysia becomes sensational and selected as one of the national agendas in producing the local manpower and human capital development, where the spirit is to grow the young generation to become a skilled-worker in industry. Indeed, encumbrance issues such as teacher competency, program accreditation, and unemployment among graduates are among those matters mostly brought into round-table discussions and conversations among stakeholders. Therefore, this article depicted one of the issues, which is on the basis of teachers' competency and analyzed the relationship between teacher's competency traits (knowledge, skills, attitude) and teaching practices in practical-based learning and also to discover the best predictor contributed to teacher's competency measurement. A survey was distributed to 150 TVET teachers at three selected vocational colleges in Selangor. The construct of the questionnaire was adapted from prior studies and undergone a pilot study to ensure the questionnaire fit with intended research objective. The results of the study revealed that knowledge, skills, and attributes have played a major role in ensuring the competency level of Teachers. Along with the findings, the knowledge of the teachers was found the most critical factor to describe TVET teacher's competency. The implication of the results suggested that holistic traits of teacher that in knowledge, skills, and attitudes inclusively empower, their competency level of becoming effective teachers. Notwithstanding the need for the development of skilled manpower must conclusively enlighten not only knowledge-based but also students' discovery of their skills and attitude potential especially when entering the job environment. Therefore, before proceeding with the teaching and learning environment, the teacher must first imply all these characteristics and exercise this application to students. Ultimately, the outcome from this environment will help students to venture the employment market and increase the likeliness of getting hired; locally and global job market.
Children have the right not only to an education, but to a quality education system with trained and competent teachers. Education that meets the needs of all children requires quality educators as researches has shown teacher quality is the most important school-related factor influencing student achievement. Thus it is very pertinent that a country churns out high quality teachers for children's success in school. To ensure quality teachers are sent to schools, Malaysia's Teacher Education Division has drawn up a competency-based teachers standards, Malaysian Teachers Standards (MTS) for student teachers and teachers in schools. This paper studied the competency level achieved by student teachers at semester 6 and 8 in one institute of teacher education. Their competencies standards were measured using the official MTS questionnaire. The reliability index obtained for this instrument was 0.974. Student teachers at semester 8 achieved excellent competence whereas in semester 6 the same student teachers achieved only competent level. There was significant difference in competency standards between the semester 6 and 8 and thus the conclusion made was that in their final year students are excellently competent in the three main competency standards and thus the institute of teacher education had carried out their responsibilities in equipping schools with well trained beginning teachers
Zenodo (CERN European Organization for Nuclear Research)
Competency And Needs of Technical Vocational Teachers in The Division of Aklan2022 •
2019 •
Technical and vocational education quality is limited in Cambodia with limited recognition and un-interests from stakeholders, incompetent teachers without industrial experiences, impractical curriculum (more theoretical), weak partnership with the industrial sector, lack of practical equipment and facilities, and limited theoretical foundation. Among them, teachers are more emphasis by the government in order to deliver quality service. In this regard, this study aim is to identify the competency components for technical and vocational education teachers in Cambodia. The qualitative research approach was employed to answer one research question with a purposive sampling technique in data collection. Because of the data saturation, 12 participants as technical and vocational education teachers from seven different TVET institutions within four provinces and one municipality under the supervision of three government ministries were asked for a semi-structured interview. The open coding was employed to identify components and sub-components. The hand analysis of data was employed emerging components, sub-components, and items grounded from data. 623 codes and 68 sub-components emerged from visual data which were symbolically categorized into four major components and 30 sub-components. The results indicate that the competency components for Cambodian technical and vocational education teachers develop through five major components embracing vocational and academic abilities, pedagogical abilities, support and understanding of learners, administrative competencies, and knowledgeii integration competencies. Each component has some supportive sub-components. For example, the component vocational and academic abilities has four sub-components consisting of upgrading vocational knowledge, mastering practical work, mastering vocational knowledge, and high academic knowledge. The component pedagogical abilities has 10 sub-components consisting of curriculum and textbook development, teaching methods and techniques, lesson planning, instructional material development and preparation, class management, assessment and evaluation methods, training methods, educational psychology, flexible skills for lessons and student characteristics and environment, and creative skills for students learning. the component support and understanding of learners has four sub-components consisting of supporting students to be employed, supporting students to upgrade their vocational knowledge, facilitating student internship and practicum, and supporting students to have entrepreneurship skills. The component administrative competencies has six sub-components consisting of recruiting and selecting new teachers and students, instructional resource and budget planning, being adhesive to educational standards and regulations, being adhesive to teachers’ professional ethics, cooperating with communities and stakeholders, and time management. Finally, knowledge-integration competencies cover six sub-components consisting of general knowledge, entrepreneurship skills, labor market knowledge, technology knowledge, foreign language competencies, and research competencies. This study offered several implications for future research relevant to the competency components for technical and vocational education teachers in Cambodia. Among them, teacher professional development programs and strong supports from relevant stakeholders such as industries, government, communities, and TVET institutions should be considered. ___________________________________________________________________________ Keyword: technical and vocational education, teachers, competency components, competencies, technical and vocational education and training (TVET), Cambodia
Journal of Technical Education and Training
The Development of Tvet Educator Competencies for Quality EducatorUniversal Journal of Educational Research
The Readiness of the Teacher Training Institution in Preparing Teacher CompetenciesTeacher quality determines the process of education reform. MOEC of Indonesia has prepared various schemes to achieve this quality. MOEC expects study programs held at higher education to meet the competencies of prospective teachers in four aspects, namely professional, pedagogy, social, and personality. This study is to describe the achievement of competence level as a teacher in the physics education study program. The method used is a survey method for physics education students, with 50 students participating. Competency measurement uses the test instrument consisting of four aspects, namely professional (65 items), pedagogy (45 items), social (40 items), and personality (40 items). The instrument refers to an evaluation conducted by National Education Standards Agency. It was analyzed using Two-way ANOVA to see the effect of gender and learning experiences. The results show that gender does not affect competence. Instead, the learning experience influences on competence. Average score of the ability of the students is lower than the limit specified teacher competency requirements MOEC. This result means that professional, pedagogical, social, and personality competencies are not yet the focus of teacher training institutions. The learning process experienced by prospective teachers (students) has not been able to improve competence significantly to achieve the MOEC's standard. This result implies that the study program needs to evaluate the curriculum and the learning process so that graduates can achieve quality teachers.
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