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Artículos de revistas sobre el tema "330304 Teacher Education: Vocational Education and Training"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 10 de febrero de 2022

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1

Huy Thọ, Vương. "Continuing education in vocational teacher training." Journal of Science, Educational Science 60, no. 8D (2015): 138–44. http://dx.doi.org/10.18173/2354-1075.2015-0265.

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2

Mayen, Patrick. "Teacher Education in Light of a Few Principles, Theories, and Studies on Vocational Training and Adult Education." Articles 46, no. 1 (August 29, 2011): 157–70. http://dx.doi.org/10.7202/1005675ar.

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The objective of this article is to critically examine teacher education based on the concepts, principles, and practices of adult education, vocational training, and continuing vocational training. We will discuss a few aspects of teacher education from the perspective of our research and our theoretical frames of reference, touching on the fields of initial and continuing vocational training, as well as adult education, work psychology, and developmental psychology (Pastré, Mayen, & Vergnaud, 2006, Mayen, 2007). We will also draw from a research study on professional work and training in

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3

Oktavia, Evi. "Vocational Teacher Productivity in Palembang: Education Production Function." Accounting and Finance, no. 4(90) (2020): 112–19. http://dx.doi.org/10.33146/2307-9878-2020-4(90)-112-119.

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In education sector the direct estimates of worker productivity are available for the majority of the workforce. In recent years, educational economists examine productivity returns to work experience among teachers using predicted contributions to increase student test scores as a proxy for productivity. Teacher productivity in the labor economy is measured using the education production function model. An education production function is an application of the economic concept of a production function to the field of education. It relates various inputs affecting a student's learning (schools

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4

Кашицына, Ю., Yu Kashicyna, Т. Гурулева, and T. Guruleva. "Training in the System of Further Vocational Teacher Education." Profession-Oriented School 7, no. 5 (November 14, 2019): 21–27. http://dx.doi.org/10.12737/article_5da029cbcb4da1.42703565.

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The article discusses some aspects of improving the system of continuing education of teachers. The importance of the methods of active learning and interactive technologies in the formation of communicative, psychological and pedagogical competencies of teachers is shown. Particular attention is paid to socio-psychological training. The training learning process is described. The article is addressed to teachers and teachers, students of pedagogical universities, methodologists, directors of educational organizations.

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Corrêa, Adriana Katia, Maria Conceição Bernardo de Mello e. Souza, Maria José Clapis Maria José Clapis, and Debora Silva Fornazieri. "Permanent Teacher Training in Vocational Nurse Education: The University - Vocational School Partnership." Revista de Cultura e Extensão USP 17 (May 22, 2017): 57. http://dx.doi.org/10.11606/issn.2316-9060.v17i0p57-66.

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A atuação de professores na modalidade educação profissional técnica de nível mé- dio (EPTNM) na área da saúde, especificamente na enfermagem, é de fundamental importância, tendo em vista o contingente numérico de trabalhadores técnicos de enfermagem (e auxiliares) e a relevância das ações de cuidado pelas quais se responsabilizam nos cenários da saúde, nos distintos níveis de atenção. O objetivo deste relato de experiência é descrever e apontar algumas reflexões acerca do projeto de extensão, “Formação de professores de escolas técnicas: interfaces com a licenciatura em enfermagem”, apoiado p

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Gabrhelová, Gabriela, and Lenka Pasternáková. "Teachers in the Context of Vocational Education." Acta Technologica Dubnicae 6, no. 3 (December 1, 2016): 100–113. http://dx.doi.org/10.1515/atd-2016-0022.

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Abstract In the presented article, we deal with teachers’ personality and their tasks in vocational education. Based on the opinions of professionals, we characterized teachers and the factors influencing the creation process of their personality. Teachers can be characterised based on their job positions in schools, e.g. a class teacher, the school counsellor, the director, there are plenty of them in every school. Teachers’ personality is being formed throughout their teaching practice by the experience they gain. They get the basics during their teacher training when they are getting prepar

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7

Nore, Hæge. "Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training." International Journal for Research in Vocational Education and Training 2, no. 3 (December 15, 2015): 182–94. http://dx.doi.org/10.13152/ijrvet.2.3.4.

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This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a recontextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and desig

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8

Owais, Amjad Kamal, Suzan Mahmoud Alabidi, Zaydoon Mohammad Hatamleh, and Elham T. Hussein. "Technical and Vocational Education and Training in the UAE." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (July 10, 2020): 264. http://dx.doi.org/10.3991/ijet.v15i13.13801.

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This study is of three-fold. The first provides a general overview of the history and importance of “Technical and Vocational Education and Train-ing” (TVET); the second compares TVET in The United Arab Emirates (UAE) and the United Kingdom (as a pioneer country in the field) in order to explore points of similarity and differences and to make recommendations for TVET im-provement in UAE; and the third analyses the relationship between teacher train-ing programmes, accessibility to technical resources, teachers’ technology inte-gration, and the mission and vision of technical and vocational in

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9

Bound, Helen. "Vocational education and training teacher professional development: tensions and context." Studies in Continuing Education 33, no. 2 (June 16, 2011): 107–19. http://dx.doi.org/10.1080/0158037x.2011.554176.

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Tytova, Nataliya. "THE PSYCHOLOGICAL AND PEDAGOGICAL TRAINING MODEL OF THE PROFESSIONAL EDUCATION TRAINING TEACHER." Educational Discourse: collection of scientific papers, no. 7(8) (August 30, 2018): 31–40. http://dx.doi.org/10.33930/ed.2018.5007.7(8)-3.

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The psychological and pedagogical training model of the professional education training teacher consists of such blocks as target, conceptual, informative, procedural and efficient. The central element of the psychological and pedagogical training model of the professional education training teacher is the interaction of the student and teacher based on transparency, participatibility and collaboration. The proposed techno-logization of the psychological and pedagogical training of the professional education training teacher in institutions of higher education will contribute to its constant u

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Bui, Van Hong, and Do Van Dung. "Development of Vietnamese Vocational Education Teachers to adapt the Industrial Revolution 4.0." Asian Journal of Interdisciplinary Research 2, no. 4 (October 29, 2019): 1–7. http://dx.doi.org/10.34256/ajir1941.

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Teacher is always a key factor which determines training quality in general and vocational training quality of the Vocational Education System (VES) in particular. In face of strong influences from the fourth industrial revolution (IR 4.0), teacher is getting more important in training of human resources, especially qualification level and capacity to apply technology and innovate teaching methods. Based on the analysis for impacts of the IR 4.0 on VES, requirements for capacity of teachers and the reality on vocational education teachers (VETs) today, this article suggests some solutions to d

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12

Simonics, Istvan. "Relationships Among Economy, Industry, Vocational Education and Training and Higher Engineering Education – The Trefort Project Editorial." International Journal of Engineering Pedagogy (iJEP) 10, no. 5 (October 15, 2020): 4. http://dx.doi.org/10.3991/ijep.v10i5.16747.

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It is a great pleasure to contribute some words to the debate about Engineering Education as well as to broaden the discussion about the future evolution of this discipline. Thanks to the International Journal of Engineering Pedagogy (iJEP) and its editor-in-chief, Matthias Utesch, as well as to the collaboration between the IGIP (International Society for Engineering Pedagogy), we have received a possibility to collect the best papers of our 9th Trefort Ágoston Conference on Vocational Education and Training and Technical Teacher Training at Óbuda University (ÓE) Electrical Engineering Facult

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13

Avis, James, Roy Canning, Roy Fisher, Brenda Morgan‐Klein, and Robin Simmons. "Vocational education teacher training in Scotland and England: policy and practice." Journal of Vocational Education & Training 63, no. 2 (June 2011): 115–27. http://dx.doi.org/10.1080/13636820.2011.566348.

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14

Vaganova, Olga I., Irina A. Petrozitskaya, Angelica B. Snatovich, Irina N. Odarich, and Inna K. Kirillova. "Heuristic technologies of training in professional education." Revista Amazonia Investiga 9, no. 27 (March 21, 2020): 509–17. http://dx.doi.org/10.34069/ai/2020.27.03.55.

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The changed educational paradigm has identified new educational goals expressed in the form of competencies of students, which they must master to carry out future professional activities at a high level and ensure their competitiveness in the labor market. Within the framework of the competence approach, practice-oriented education is developing, so higher education institutions seek to implement technologies that actively support this direction. The purpose of the article is to analyze the experience of implementing heuristic technologies as one of the most effective in the preparation of a

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15

Tyson, Ruhi. "Book Review: History of Vocational Education and Training in Europe." International Journal for Research in Vocational Education and Training 5, no. 2 (August 30, 2018): 165–71. http://dx.doi.org/10.13152/ijrvet.5.2.5.

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The book is volume 14 in the series Studies in Vocational and Continuing Education. Series editors are Philipp Gonon & Anja Heikkinen. Volume 14, History of Vocational Education and Training in Europe: Cases, Concepts and Challenges is edited by Esther Berner, Professor for Educational Science, Helmut-Schmidt University in Hamburg, Germany, and Philipp Gonon, Professor for VET and Teacher Training, University of Zurich, Switzerland.

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Etzold, Daniel, and Marc Krüger. "Development of Communication Competence in Pre-Service Vocational Education Teacher Training." Higher Education Studies 11, no. 4 (September 23, 2021): 31. http://dx.doi.org/10.5539/hes.v11n4p31.

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This paper presents a seminar concept for the development of communication competence in pre-service vocational education teachers with the aid of video annotations, feedback, and peer microteaching. The seminar is offered within a teacher training program for students taking a master&rsquo;s degree (MEd) in vocational education at the FH M&uuml;nster University of Applied Sciences, Germany, and has been conducted three times. The advantages of the seminar concept are manifold. On the one hand, we create a learning environment in which students individually prepare and conduct five pee

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I. Zyrianova, Natalia, Evgeny M. Dorozhkin, Yekaterina V. Zaitseva, Ivan S. Korotayer, and Matvey D. Shcherbin. "Trends in and principles of training vocational teachers." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 200. http://dx.doi.org/10.14419/ijet.v7i2.13.11687.

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The urgency of the problem under consideration here has been necessitated by a need for training more vocational teachers for the system; they are to be specialists in developing and implementing the basic and optional educational programs designed for workshop force and mid-tier specialists; this means preparing the personnel resource for innovation industry. The goal of the paper is to reveal the changes that are necessary to be brought about for improving the quality of training delivered to students of vocational pedagogy and continuing vocational education. The key approach to the study o

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Spoettl, Georg, and Vidmantas Tūtlys. "Education and Training for the Fourth Industrial Revolution." Jurnal Pendidikan Teknologi dan Kejuruan 26, no. 1 (April 23, 2020): 83–93. http://dx.doi.org/10.21831/jptk.v26i1.29848.

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Within the context of the 4th Industrial Revolution as an overall paradigm change, organization and work processes must switch together with automation following and real-time control. This applies to the contents of labor and to the interaction and connection between human and technology. Up to this point, there are only a few empirical studies about how digitized, decentralized and closely connected production system with "Cyber-Physical-Systems" change the task and and competence profiles in the workplace. One outcome will be that intelligent workpieces will manage their way into production

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Gitman, Elena, Svetlana Soloveva, and Tatiana Tokhtueva. "Readiness of additional vocational education teachers for pre-retirement age citizens education within Worldskills competition standards." KANT 36, no. 3 (September 2020): 252–57. http://dx.doi.org/10.24923/2222-243x.2020-36.48.

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The paper deals with the problem of vocational education teachers' readiness for training pre-retirement age citizens. With the introduction of the state program "Older Generation", aimed to improve the skills or mastering the new competence of pre-retirement age citizens, training centers for this contingent are actively opening up. The training is conducted by teachers of educational institutions of the secondary vocational education system. Training programs according to Worldskills standards within the framework of the championship movement "Skills of the Wise" provide an opportunity for p

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Cavusoglu, Abdullah, and Durmus Gunay. "The reforming of vocational teacher training colleges in Turkey." International Journal of Technology Enhanced Learning 3, no. 3 (2011): 332. http://dx.doi.org/10.1504/ijtel.2011.040229.

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Markova, Ya S. "Features of specialist training in the system vocational and pedagogical education." Quality. Innovation. Education, no. 6 (2020): 18–21. http://dx.doi.org/10.31145/1999-513x-2020-6-18-21.

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Various educational systems operate in Russia to meet educational needs, among which vocational and pedagogical education occupies a special place. One of the indicators of the high quality of training of a teacher of vocational training, armed with general scientific, general professional and special knowledge, who has a professional pedagogical methodology, is his ability to manage the pedagogical process and predict the results of various methods of organizing the educational process. The proposed methodological recommendations can be used in organizing the training of teachers in secondary

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Wang, Huan Yun, and Li Jing Diao. "A Probe into Talent Training Mode in Higher Vocational Education." Applied Mechanics and Materials 411-414 (September 2013): 2777–80. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2777.

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In the twenty-first Century, with the rapidly development of social economy, the society needs a large number of highly skilled talents, and higher vocational education must meet needs of the evolving society based on its peculiar talent training mode. This article discusses the talent training mode in terms of the professional structure adjustment in higher vocational colleges, the reform of teaching plan and content, practical teaching system construction, teacher training, school-enterprise cooperation, and put forward our own viewpoints.

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Clayton, Berwyn, and Roger Harris. "Addressing the challenge of building teacher expertise in vocational education and training." International Journal of Training Research 17, no. 1 (January 2, 2019): 1–3. http://dx.doi.org/10.1080/14480220.2019.1612635.

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Onipko, V., N. Maksymenko, and V. Lytvyn. "PRINCIPLES OF DESIGNING THE CONTENT OF PROFESSIONALLY-ORIENTED INFORMATION AND COMMUNICATION FUTURE VOCATIONAL EDUCATION TEACHER TRAINING." Ukrainian professional education, no. 8 (November 25, 2020): 95–102. http://dx.doi.org/10.33989/2519-8254.2020.8.239463.

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The article substantiates the theoretical and methodological principles of vocational education and training content modernization. It describes the modern principles of vocational education content designing for future vocational education teacher in the field of agricultural production training. Based on theoretical analysis and taking into account the features and requirements for information and communication future vocational education teacher in the field of agricultural production training, criteria for selection and construction of content-oriented information and communication teacher

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Grollmann, Philipp. "The Quality of Vocational Teachers: Teacher Education, Institutional Roles and Professional Reality." European Educational Research Journal 7, no. 4 (January 1, 2008): 535–47. http://dx.doi.org/10.2304/eerj.2008.7.4.535.

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What are quality vocational teachers? This article analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The international variety of vocational teacher education patterns, profiles and recruitment practices is presented. Any assessment of the quality of teachers' work, be it in theory or practice, needs to be considered against the background of the institutional environment in which they practise. Hence, some common trends of institutional change withi

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Nurtanto, Muhammad, Nur Kholifah, Alias Masek, Putu Sudira, and Achmad Samsudin. "Crucial problems in arranged the lesson plan of vocational teacher." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 345. http://dx.doi.org/10.11591/ijere.v10i1.20604.

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<span>This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categorie

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M. G., Sergeeva, Stepanyan T. M., Solovyov B. A., Parinov D. V., and Ovchinnikov A. P. "THE USE OF SIMULATION METHODS OF VOCATIONAL EDUCATION." Humanities & Social Sciences Reviews 7, no. 6 (December 4, 2019): 340–48. http://dx.doi.org/10.18510/hssr.2019.7684.

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Purpose: A teacher of a vocational school should rationally use such teaching methods that would ensure the training of qualified personnel competitive in the labor market. Methodology: Educational institutions to meet the requirements of the market economy in the provision of educational services should be guided by a generalized model of a competitive specialist. The technology of development of the model includes the formation of components of professional activity (analysis of professional activity, identification of basic labor functions and professional skills) and training.

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Schüller, Annamarie, and Roberto Bergami. "Teacher industry placement in Australia: Voices from vocational education and training managers." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 24. http://dx.doi.org/10.14426/jovacet.v3i1.123.

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An important aspect of vocational education and training (VET) teaching is education that is strongly linked to current industry practices. While this is a desirable pursuit, there are considerable challenges in it being implemented owing to increasingly changing work environments and the notion of ‘industry currency’. One way for VET teachers to remain up to date with contemporary industrial practices is for VET to pursue teacher placement in industry (TPI) opportunities. TPI is an agreement in terms of which the VET teacher is seconded to a firm for a period of time in order to perform prede

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Kholis, N., E. Supriyadi, and D. Mardapi. "Important Ways in Designing Vocational Secondary School Teacher Development Education and Training." Journal of Physics: Conference Series 1737, no. 1 (January 1, 2021): 012036. http://dx.doi.org/10.1088/1742-6596/1737/1/012036.

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Rosvall, Per-Åke, Carina Hjelmér, and Sirpa Lappalainen. "Staying in the comfort zones – Low expectations in vocational education and training mathematics teaching in Sweden and Finland." European Educational Research Journal 16, no. 4 (September 22, 2016): 425–39. http://dx.doi.org/10.1177/1474904116669154.

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Vocational education has a historical legacy of being low-status and aimed at producing skilled workers. Students with low marks in comprehensive school are still often guided to the vocational educational track. In this article we examine how mathematics teaching in a vocational educational context is framed (henceforth VET). Therefore, our aim with this article is to explore how teacher responses come into play in school mathematics classes, and the teacher–student interactions within those practices. The empirical material is based on educational ethnographic research, i.e. classroom observ

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Chukwuedo, Samson Onyeluka, and Charles Chukwuedo Nathaniel. "TEACHER EDUCATION POLICY, ETHICS, AND QUALITY OF GRADUATES: TRIAD ENTITIES FOR REMODELING GENERAL AND VOCATIONAL EDUCATION AND TRAINING." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 12, no. 2 (December 15, 2020): 92–103. http://dx.doi.org/10.48127/spvk-epmq/20.12.92.

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The rating of an education system largely depends on the policy, ethical practices, and quality of the graduates. Thus, this research explores lecturers’ perception of the teacher education policy, ethics, and quality of its graduates. The research also theorized that policy, ethics, and quality are triad entities of an ideal educational institution. Hence, the relations between policy, ethics, and quality of graduate teachers were ascertained. The mixed-method design (qualitative and quantitative approaches) was employed. Participants were 606 lecturers of colleges of education and universiti

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Kisiel, Mirosław. "Pedagogical and artistic coordinates for professional vocational training of an early Childhood Education teacher." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 91–97. http://dx.doi.org/10.24195/2617-6688-2019-3-13.

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The article presents innovative solutions to improve the music competences of future teachers as a pedagogical and artistic support for vocational training. It also shows opinions of respondents on the implementation of music measures and the opportunities of assessing the effects resulting from the evaluation of the project “Practice Makes Perfect, i.e. Art in Education”. Keywords: pedagogical and artistic coordinates of vocational training, future teachers, art in education.

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Tamrin, A. G., S. Slamet, and S. Soenarto. "The link and match of the demand and supply for productive vocational school teachers with regard to spectrum of vocational skills in the perspective of education decentralization." Jurnal Pendidikan Vokasi 8, no. 1 (February 28, 2018): 40. http://dx.doi.org/10.21831/jpv.v8i1.15135.

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The purpose of this study was to describe the pattern of link and match of the demand and supply for productive vocational school teachers which should be carried out in the future. This study is descriptive qualitative with the grounded theory approach. The unit of analysis consisted of: policy makers at central level; policy makers at local level; productive vocational school teachers; Teacher Education Institutes (LPTK), and Non-Teacher Education Institutes (Non-LPTK). The data were analyzed using the three phases: open coding, axial coding, and selective coding. The research results are as

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Graça, Vânia, Paula Quadros-Flores, and Altina Ramos. "The Challenges of Initial Teacher Training." International Journal of Emerging Technologies in Learning (iJET) 16, no. 18 (September 20, 2021): 85. http://dx.doi.org/10.3991/ijet.v16i18.24237.

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The initial training of teachers assumes great responsibility in the methodo-logical renewal of teachers. This study aims to know the thinking of higher education students, future teachers, regarding their knowledge and attitudes towards the curricular integration of Information and Communication Tech-nologies (ICT), as well as to identify inhibiting and propelling factors of the use of digital technology by future teachers. This study is part of the IFITIC Project, which aims to rethink educational practice with ICT in the initial training of future teachers in order to promote methodological

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Tytova, Nataliya. "THE PROFESSIONAL MOBILITY SIGNIFICANCE IN PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF PEDAGOGIES PROFESSIONAL EDUCATION." Educational Discourse: collection of scientific papers, no. 6(6-7) (July 30, 2018): 7–17. http://dx.doi.org/10.33930/ed.2018.5007.6(6-7)-1.

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The driving force behind the development of Ukraine's improvement is the realization of the concept of "professionally mobile specialist". L. SUSHENTSEVA notes the importance of the psychological and pedagogical training of future specialists for the institutions of professional-technical (professional) education, Namely, "the urgency of the problem of the psychological and pedagogical readiness of the teachers of the vocational school is determined by the dynamic changes in the social order of the labor market, it constantly changes, the training of a qualified worker, the growing importance

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��, Elena Kolyman, ��, and Evgeniya Muzychenko. "Pedagogical Professionalism of the Modern Higher School Teacher." Standards and Monitoring in Education 4, no. 6 (December 25, 2016): 31–36. http://dx.doi.org/10.12737/18249.

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The article presents the different approaches to the definition of teacher professionalism. The article analyzes the publication activity on the subject of pedagogical professionalism of teachers in higher education. There is a discussion of the problem of understanding and definition of pedagogical professionalism of a high school teacher. The article also describes the typical problems of a modern high school teacher. Analyzes the requirements of the professional standard &#34;Teacher of vocational training, vocational education and secondary vocational education&#34; to the modern h

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Mičiulienė, Rita, and Kristina Kovalčikienė. "Vocational Teacher’s Career as a Second Profession and Factors Determining Its Choice." Pedagogika 140, no. 4 (January 29, 2021): 194–219. http://dx.doi.org/10.15823/p.2020.140.11.

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There is an increasing focus on the so-called hybrid teacher, at the European level. This teacher can alternatively work in a vocational school and a business. It is highly believed that this would help to solve both the aging of VET teachers and the quality of VET. The factors determining the choice of a VET teacher as a second career as well as perceptions of the participants’ former occupation were examined in this research using respectively the FIT-Choice and the PPO scales. The survey involved 114 VET teachers from 33 VET institutions of the country. The results revealed the determinants

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Tytova, Nataliya. "THE IMPACT OF THE IMPLEMENTATION OF INTERDISCIPLINARY CONNECTIONS ON THE QUALITY OF TRAINING OF TEACHERS OF VOCATIONAL TRAINING." Educational Discourse: collection of scientific papers, no. 5(5) (June 20, 2018): 66–76. http://dx.doi.org/10.33930/ed.2018.5007.5(5)-7.

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From 2012 to the present, active work is being carried out to introduce educational activities in the sphere of higher professional education at the Faculty of Engineering Education of the National Pedagogical Dragomanov University. During 6 years for the educational degree "Bachelor" in the field of knowledge 01 Education / Pedagogy specialty 015 "Vocational Education" 9 specializations were opened, namely: the food technology, the technology of light industry products, the design, the wood processing, the hospitality training, the computer technologies, the economics, the document management

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Fayazova, Fazilat. "Methodology Of Vocational Training And Pedagogical Practice As The Main Factors In The Preparation Of A Future Teacher Of Vocational Training." American Journal of Social Science and Education Innovations 03, no. 03 (March 7, 2021): 27–31. http://dx.doi.org/10.37547/tajssei/volume03issue03-04.

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The question of professional preparation of future specialists and their professional preparation opens up in this article. Pedagogical practice as basic factor of forming of future teacher of trade education. And also value of object "methodology of the vocational training" in forming of specialist, and also in passing of pedagogical practice in the field of trade education.

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Myronenko, T., and P. Kuzmenko. "WAYS OF IMPROVING PROFESSIONAL AND PEDAGOGICAL TRAINING OF FUTURE VOCATIONAL EDUCATION TEACHERS." Ukrainian professional education, no. 8 (November 25, 2020): 51–57. http://dx.doi.org/10.33989/2519-8254.2020.8.239453.

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The article is devoted to the issues of professionals in the field of vocational education training and the factors that affect the students’ and lecturers’ activities. Research of well-known scientists who deal with future professionals in the field of vocational education training (masters of vocational education, teachers of technology) in higher educational institutions (HEI) is analyzed; the formation of the teacher (lecturer) in the process of training is revealed. The content and forms of educational motivation, which has specific components, are considered; the statement concerni

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Smolyaninova, O. G., and V. V. Korshunova. "Activity Approach and Practice-oriented Primary Teacher Training, Experience of the Siberian Federal University." Psychological-Educational Studies 7, no. 4 (2015): 149–62. http://dx.doi.org/10.17759/psyedu.2015070414.

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Current issue was done under the Federal Target Education Development Program from 2011 to 2015, with the aim of networking development in vocational secondary education for teacher training based on new modules of applied bachelor programs focused on strengthening the practical orientation of future teacher training. This is considered as a basis of improvement of the federal higher educational standards, the development of new basic exemplary educational programs and finding new ways of educational outcomes assess according to the teacher professional standard. The authors believe that the s

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Reddy, V. Devendar, N. Upadhayay, SK Yadav, and B. Subedi. "Outcomes of Medical Education in Nepal." Journal of Gandaki Medical College-Nepal 9, no. 2 (July 31, 2017): 63–64. http://dx.doi.org/10.3126/jgmcn.v9i2.17872.

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The standards of medical education in Nepal and other countries in Asia are improving gradually. The medical education is appeared to be student centered. But a teacher is also responsible to improve the academic standards and overall performance of the students. There is a need to provide short period of practical vocational training to teachers in the subject of their specialty. A better teacher trains the student in a better way than untrained medical personnel. In any class, the students are the best judges, so teachers should get a feedback from students after the class and it leads to be

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Bijl, Andre J. Van der. "Integrating the World of Work Into Initial TVET Teacher Education in South Africa." Journal of Education and Research 11, no. 1 (May 18, 2021): 13–28. http://dx.doi.org/10.51474/jer.v11i1.496.

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South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL)

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Afanasiev, D. V., O. A. Denisova, O. L. Lekhanova, and V. N. Ponikarova. "Higher Education Teacher Readiness for Inclusive Education." Psychological-Educational Studies 11, no. 3 (2019): 128–42. http://dx.doi.org/10.17759/psyedu.2019110311.

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Higher education of persons with disabilities and persons with disabilities is among the priorities of the state and society. The solution of the task of vocational education and employment of people with disabilities is determined by a complex of interrelated factors, including the readiness of university staff to implement the practice of inclusive higher education. Teachers engaged in the inclusive education of students with disabilities must have certain professional characteristics. According to the professional standard, the list of professional competencies of a higher education teacher

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Samoilova, Mariya Vasil'evna. "ESSENTIAL CHARACTERISTIC OF PEDAGOGICAL PROJECTING WHILE TRAINING A FUTURE TEACHER OF VOCATIONAL EDUCATION." Pedagogy. Issues of Theory and Practice, no. 4 (December 2019): 196–99. http://dx.doi.org/10.30853/pedagogy.2019.4.36.

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Studinski, Volodymyr, and Tetyana Shchypska. "Economic and organizational principles of improving the activities of teachers in the system of professional (vocational) education of Ukraine." University Economic Bulletin, no. 49 (May 22, 2021): 36–41. http://dx.doi.org/10.31470/2306-546x-2021-49-36-41.

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Formulation of the problem. Modern conditions of accelerated intellectual, scientific, industrial development, which takes place in the conditions of deep economic integration and globalization of social relations. Even in the context of the global Covid-19 pandemic, such processes have not slowed down, but have shifted to other forms in the system of digitalization of integration-global speakers. In such conditions, new questions, challenges and challenges arise before the system of professional training in all spheres of human life. Vocational school of Ukraine also receives appropriate sign

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Zahro, Siti. "Head-to-Head Comparison between Indonesia and Taiwan to Provide Professional Vocational Teachers in Fashion Education." Jurnal Pendidikan Teknologi dan Kejuruan 25, no. 2 (October 1, 2019): 177–86. http://dx.doi.org/10.21831/jptk.v25i2.26773.

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Teachers must have three major components, including content knowledge, pedagogical knowledge, and pedagogical content knowledge. A teacher of Technology and Vocational Education and Training (TVET) has an important role in the learning process of students in vocational education because the quality of teachers determines that of graduates of vocational schools. Therefore, the teacher candidates in TVET must have work experiences in the industry, so that they produce students who have high quality and can compete in the labour market. The teacher candidates must be prepared through a process o

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Byndas, Olena. "Professional Training of Foreign Languages Teachers in Austria." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 76–83. http://dx.doi.org/10.2478/rpp-2014-0023.

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Abstract The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers’ professional training and their practical availability for service in school, have been observed. The problem of hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training, has been researched. The requirements for knowledge, abilities and skills of applicants to te

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Protsko, Yevheniya. "Requirements to the Professional Competence of English Language Teachers in Belgium." Comparative Professional Pedagogy 4, no. 3 (September 1, 2014): 77–82. http://dx.doi.org/10.2478/rpp-2014-0039.

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Abstract The concept of a teacher competence in the works of national and foreign scholars has been investigated in the article. The author describes the standards for English teachers in Belgium that is considered to be an inalienable element of the European education. The qualified training of the teachers is denoted as pedagogical, didactic and methodical knowledge mastering and obtaining research and practical skills. In Belgium vocational education in general and teacher training in particular are described as training of an educational specialist with vocational, organizational, communic

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Danilaev, D. P., and N. N. Malivanov. "Technological Education and Engineering Pedagogy." Education and science journal 22, no. 3 (April 29, 2020): 55–82. http://dx.doi.org/10.17853/1994-5639-2020-3-55-82.

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Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of

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