Model of The 21st Century Vocational Teacher Competency Development
DOI:
https://doi.org/10.21009/jtp.v25i3.48675Keywords:
Competency Development, Vocational Teacher, Conceptual FrameworkAbstract
The development of Information and Communication Technology (ICT) had changed our lives profoundly. The period known as the industrial revolution had forced various changes in all fields of knowledge. In facing the era of the industrial revolution 4.0, Human Resources development became an important factor. Human resources, mainly Vocational High Schools (Sekolah Menengah Kejuruan/SMK) graduates were one of the spearheads to fulfil the needs of the industrial worlds. To achieve this goal, it was necessary to improve the quality of education. Teachers, as one of the main components in the process of increasing the quality of human resources, were required to be professionals in their fields and possess competencies according to the needs of the times. In efforts to improve the quality of the education field, developing teacher competency is a top priority. The purpose of this study is to examine the theories and models of teacher competencies and their development, especially vocational teachers. This study used a literature review method. The initial study was conducted by examining and considering the results of previous research related to the competence of vocational teachers, then proceeded with the study of theories and models of teacher competencies and their development. The results of this literature review lead to a conceptual framework for the development of vocational teacher competencies. The conceptual framework offered can be used as a basis for reference and guidance for further studies conducted by researchers in the future.
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Frager, Robert. (2005). Hati, Diri dan Jiwa: Psikologi sufi untuk Transformasi. Terj. Hasmiyah Rouf. Jakarta: Searambi.
Gani, A. (2019). Urgency Education Morals of Sufism. Journal for the Education of Gifted Young Scientists, 7(3), 499-513. https://doi.org/10.17478/jegys.603574
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Kemp., Jerrold E. (1995). Instruction Desigen: A Plan for Unit and Course Development, Belmon: Feron.
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Reigeluth, C.M. dan Merril, M.D. (1978). A Knowledge Base for Improving Our Methods of Instruction. Educational Psycologist, 13, 57-70.
Reigeluth, C.M. dan Merril, M.D. (1979). Classes of Instructional Varibles. Educational Technology, 19 (3), 5-24.
Tortop, H. S. (2015). A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning, Journal for the Education of Gifted Young Scientists, 3 (1), 42-57. http://jegys.org, DOI: 10.17478/JEGYS.2015112017.
Umami, I., Gani, A., Waskitor, T. (2019). Proposal of Character and Moral Andriušaitienė, D. (2014). Model of organization of VET teachers' technological competences development – the lesson of social partnership. Procedia - Social and Behavioral Sciences 110, 647 – 657
Arifin, M. A., Rasdi, R. M., Anuar, M. A. M & Omar, M. K. (2017). Competencies of Vocational Teacher: A Personnel Measurement Framework, International Journal of Academic Research in Business and Social Sciences, Vol. 7, Special Issue - 4th International Conference on Educational Research and Practice.
Churches, A. (2008). Welcome to the 21st Century, from https://carawayschool.ca/files/ 2017/02/21st-century-teaching-and-learning.pdf, Retrieved December 3, 2019.
Day, C. (2002). Developing Teachers - The Challenges of Lifelong Learning. London, Routledge.
Diep, P.C. & Hartmann, M. (2016). Green Skills in Vocational Teacher Education – a model of pedagogical competence for a world of sustainable development. In: TVET@Asia, issue 6, 1-19. Online: http://www.tvet-online.asia/issue6/diep_hartmann_tvet6.pdf (retrieved 30.01.2016).
Fedulova, K. A., Fedulova, M. A., Kirillova, Y. S., Vagina, A. I., Kuznetsov, T. M. (2017). Special Competence in the Structure of Vocational Pedagogical Integrity in the Sphere of Vocational Education. Eurasian Journal of Analytical Chemistry, 12(7b):1265-1273.
Grosch, M. (2017). Developing a competency standard for TVET teacher education in ASEAN countries. Jurnal Pendidikan Teknologi dan Kejuruan. Vol. 23, No. 3.
Hamisu, M. A., Salleh, K. M., Sern, L. C., Adamu, B. Y., & Gambo, K. (2017). Proposed Competency Model for Technical and Vocational Education and Training (TVET) Lecturers Teaching in Technical Colleges, Bauchi State in Perspective, Traektoriâ Nauki: Path of Science. Vol. 3, No 9.
International Labour Organization. (2010). Teachers and trainers for the future – Technical and vocational education and training in a changing world. Geneva.
Kumar, V. Dr M.S (2013). The Influence of Teacher’s Professional Competence on Students’
Achievement. IOSR Journal of Engineering (IOSRJEN), Vol. 3, Issue 11, PP 12-18.
Loeb, I. H., Gustavsson, S. (2018). Challenges and development in and of vocational teacher education. Nordic Journal of Vocational Education and Training, Vol. 8, No. 3, iii-x.
Ma, J., Ren, S. (2011). Reflective Teaching and Professional Development of Young College English Teachers—From the Perspective of Constructivism. Theory and Practice in Language Studies, Vol. 1, No. 2, pp. 153-156.
Myint, A.A. & Win, M. (2016). The implementation of the Myanmar Teacher competency standards framework. AsTEN Journal of Teacher Education, 1(2)
Nurhadi, D., Lyau, N-M. (2016). Developing A Competency Framework For The Vocational Teachers In The 21st Century, Asian Academic Society for Vocational Educational and Training International Conference, National Yunlin University of Science and Technology – Taiwan.
Ortiz, J. Z. P., Duarte, E. G. (2014). Bridging the Gap Between Theory and Practice in a B.A. Program in EFL. HOW, A Colombian Journal for Teachers of English, Vol. 21, No. 1, PP 122-137.
Powell, A., Rabbitt, B., Kennedy, K. (2014). iNACOL Blended Learning Teacher Competency Framework. iNACOL, The International Association for K-12 Online Learning.
Richards, J. C., & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. Cambridge University Press, New York.
Rahdiyanta, D., (2014). Tantangan Pendidikan Teknologi Kejuruan dalam Era Global, Prosiding Konvensi Nasional Asosiasi Pendidikan Teknologi dan Kejuruan (APTEKINDO) ke 7 FPTK Universitas Pendidikan Indonesia, Bandung.
Swaffield, S., (2014). Professional Development In Education Models Of Professional Learning And The Global Imperative Of Professional Development In Education. Professional Development in Education, 40(3), 37–41.
Sern, L. C., Hamisu, M., Salleh, K. M. (2017). Determining the Elements of TVET Teachers Competency for Nigerian Higher Learning Institutions, IOP Conf. Series: Journal of Physics: Conf. Series 1049.
UNESCO. (2015). UNESCO TVET Strategy 2016-2021. Germany: UNESCO 2016.
Waluyanti, S. (2018). Standards Of Tiered Teacher Competence As A Guide For
Continuous Professional Development Of Vocational High School Teachers, Jurnal Pendidikan Vokasi, Vol. 8, No. 1.
Wagiran., Pardjono., Suyanto, W., Sofyan, H., Soenarto, S., Yudantoko, A. (2019). Competencies Of Future Vocational Teachers: Perspective Of In-Service Teachers And Educational Experts, Cakrawala Pendidikan Vol. 38, No. 2.
Yunos, J. Md., Sern, L. C., Kiong, T. T., Hamdan, N. H. (2016). The Issues and Challenges Of Vocational Teacher Education Program. Proceedings of the 1st Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL).of Gifted Young Scientists, 7(2), 377-387. https://doi.org/10.17478/jegys.579560.
Wong Ping-ho Law Sin-yee, Angelina Yip Sin-ching. (Tt). Affective Education: The Value Development of Hong Kong Student-Teachers dalam http://conference.nie.edu.sg/paper/new%20converted/ab00566.pdf (diakses 02 Maret 2017).
Yin, Robert K. (2008). Case Study Research: Design and Methods, Penerjemah M. Djauzi Mudzakir, Studi Kasus: Desain dan Metode. Jakarta: RajaGrafindo, 2008.
Antoncic, L. S. (2003). A New Era in Humane Education: How Troubling Youth Trends and a Call for Character Education are Breathing New Life into Efforts to Educate Our Youth About the Value of All Life. Animal Law, 9, 183-214.
Arsih, F., Zubaidah, S., Suwono, H., Gofur, A. (2019). The Exploration of Educational Value in Randai Minangkabau Art, Indonesia. Journal for the Education of Gifted Young Scientists, 7(4), 1225-1248. https://doi.org/10.17478/jegys.605463.
Benninga, J. S., Berkowitz, M. W., Kuehn, P., & Smith, K. (2003). The Relationship of Character Education Implementation and Academic Achievement in Elementary Schools. Journal of Research in Character Education, 1(1), 19-32.
Berkowitz Wolfgang dan Marvin. (2006). Moral Education and Character Education: The Relationship and Roles in Citizenship Education. Journal of Moral Education, volume 35, Desember.
Bogdan dan Biklen. (2003). Qualitative Research For Education: An Introduction Theory and Methods. London: Allyn & Bacon, Incorporated.
Creswell, John W. (2012). Qualitative Inquiry and Research Design: Choosing Among Five Tradition. London: SAGE Publications.
Degeng, I Nyoman S. (2013). Ilmu Pembelajaran: Klasifikasi Varibel untuk Pengembangan Teori dan Penelitian. Bandung: Aras Media.
E.Tung. 2005. Changing Political Scenario in Hong Kong and Its Impact on Education after July 1997. Paper presented on the Australian Association for Research in Education, Brisbane. Retrieved on April 18 2005 dalam http://www.aare.edu.au/97pap/tunge502.htm (diakses 02 Maret 2017).
Fawait, A., Setyosari, P., Sulthoni, Ulfa, S. (2020). Identification of Factors Affecting of Character Education Program on High School Students’ Self-Regulation Skills. Journal for the Education of Gifted Young Scientists, 8(1), 435-450. https://doi.org/10.17478/jegys.683165.
Frager, Robert. (2005). Hati, Diri dan Jiwa: Psikologi sufi untuk Transformasi. Terj. Hasmiyah Rouf. Jakarta: Searambi.
Gani, A. (2019). Urgency Education Morals of Sufism. Journal for the Education of Gifted Young Scientists, 7(3), 499-513. https://doi.org/10.17478/jegys.603574
Gerlach dan Ely. (1971). Teaching & Media: A Systematic Approach. Second Edition, by V.S. Gerlach & D.P. Ely, 1980, Boston, MA: Allyn and Bacon. Copyright 1980 by Pearson Education.
Gina M. Almerico. (2014). Building Character Through Literacy With Children’s Literature. Research in Higher Education Journal, Volume 26 – October, 2014.
Hamid, Hamdani dan Beni Ahmad Saebani. (2013). Pendidikan Karakter Perspektif Islam. Bandung: Pustaka Setia.
Izzati, U.A., Bachri, B.S., Sahid, M., Indriani, D.E. (2019). Character Education: Gender differences in Moral Knowing, Moral Feeling, and Moral Action in Elementary Schools in Indonesia. Journal for the Education of Gifted Young Scientists, 7(3), 547-556. https://doi.org/10.17478/jegys.597765.
Kemp., Jerrold E. (1995). Instruction Desigen: A Plan for Unit and Course Development, Belmon: Feron.
Lickona, Thomas. (1993). The Return of Character Education. Journal of Educational Leadership, Vol. 3, No. 3, November.
Lickona, Thomas. (2012). Character Matters: How to Help Out Children Develop Good Judgment, Integrity, and Other Essential Virtues. Penerjemah Juma Abdu Wamaungo & Jean Antunes Rudolf Zien. Jakarta: Bumi Aksara.
Lickona, Thomas. (2012). Educating for Character How Out Schools can Teach Respect and Responsibility. Penerjemah Juma Abdu Wamaungo. Jakarta: Bumi Aksara.
Lincoln & Guba (1995). Naturalistic Inquiry. New Delhi: Sage Publication, inc
Majid, Abdul dan Dian Andayani. (2017). Pendidikan Karakter Perspektif Islam. Bandung: Remaja Rosdakarya.
Megawangi, Ratna. (2007). Pendidikan Karakter. Jakarta Herritage Foundation.
Miles&Huberman. (1992). Analisa Data Kualitatif. Penerjemah: Rohidi, R. T. Jakarta: UI-Press.
Peter Lang. Tt. Towards an Understanding of Affective Education in a European Context, dalam http://conference.nie.edu.sg/ paper/ new% 20 converted/ab00566.pdf. (diakses 02 Maret 2017 ).
Reigeluth, C.M. (1979a). TICCIT to the Future: Advaces in Instructional Theory for CAI. Journal of Computer-Based Instructional, 6 (2), 20-46.
Reigeluth, C.M. (1983a). Instructional Design: What Is It and Why Is It?. Dalam C.M. Reigeluth (Ed). Instrutional-Design Theories and Models: An Overview of Their Current Status. Hillsdale, N.J.: Lawrence Erlbaum Associates, 3-36.
Reigeluth, C.M. dan Merril, M.D. (1978). A Knowledge Base for Improving Our Methods of Instruction. Educational Psycologist, 13, 57-70.
Reigeluth, C.M. dan Merril, M.D. (1979). Classes of Instructional Varibles. Educational Technology, 19 (3), 5-24.
Tortop, H. S. (2015). A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning, Journal for the Education of Gifted Young Scientists, 3 (1), 42-57. http://jegys.org, DOI: 10.17478/JEGYS.2015112017.
Umami, I., Gani, A., Waskitor, T. (2019). Proposal of Character and Moral Andriušaitienė, D. (2014). Model of organization of VET teachers' technological competences development – the lesson of social partnership. Procedia - Social and Behavioral Sciences 110, 647 – 657
Arifin, M. A., Rasdi, R. M., Anuar, M. A. M & Omar, M. K. (2017). Competencies of Vocational Teacher: A Personnel Measurement Framework, International Journal of Academic Research in Business and Social Sciences, Vol. 7, Special Issue - 4th International Conference on Educational Research and Practice.
Churches, A. (2008). Welcome to the 21st Century, from https://carawayschool.ca/files/ 2017/02/21st-century-teaching-and-learning.pdf, Retrieved December 3, 2019.
Day, C. (2002). Developing Teachers - The Challenges of Lifelong Learning. London, Routledge.
Diep, P.C. & Hartmann, M. (2016). Green Skills in Vocational Teacher Education – a model of pedagogical competence for a world of sustainable development. In: TVET@Asia, issue 6, 1-19. Online: http://www.tvet-online.asia/issue6/diep_hartmann_tvet6.pdf (retrieved 30.01.2016).
Fedulova, K. A., Fedulova, M. A., Kirillova, Y. S., Vagina, A. I., Kuznetsov, T. M. (2017). Special Competence in the Structure of Vocational Pedagogical Integrity in the Sphere of Vocational Education. Eurasian Journal of Analytical Chemistry, 12(7b):1265-1273.
Grosch, M. (2017). Developing a competency standard for TVET teacher education in ASEAN countries. Jurnal Pendidikan Teknologi dan Kejuruan. Vol. 23, No. 3.
Hamisu, M. A., Salleh, K. M., Sern, L. C., Adamu, B. Y., & Gambo, K. (2017). Proposed Competency Model for Technical and Vocational Education and Training (TVET) Lecturers Teaching in Technical Colleges, Bauchi State in Perspective, Traektoriâ Nauki: Path of Science. Vol. 3, No 9.
International Labour Organization. (2010). Teachers and trainers for the future – Technical and vocational education and training in a changing world. Geneva.
Kumar, V. Dr M.S (2013). The Influence of Teacher’s Professional Competence on Students’
Achievement. IOSR Journal of Engineering (IOSRJEN), Vol. 3, Issue 11, PP 12-18.
Loeb, I. H., Gustavsson, S. (2018). Challenges and development in and of vocational teacher education. Nordic Journal of Vocational Education and Training, Vol. 8, No. 3, iii-x.
Ma, J., Ren, S. (2011). Reflective Teaching and Professional Development of Young College English Teachers—From the Perspective of Constructivism. Theory and Practice in Language Studies, Vol. 1, No. 2, pp. 153-156.
Myint, A.A. & Win, M. (2016). The implementation of the Myanmar Teacher competency standards framework. AsTEN Journal of Teacher Education, 1(2)
Nurhadi, D., Lyau, N-M. (2016). Developing A Competency Framework For The Vocational Teachers In The 21st Century, Asian Academic Society for Vocational Educational and Training International Conference, National Yunlin University of Science and Technology – Taiwan.
Ortiz, J. Z. P., Duarte, E. G. (2014). Bridging the Gap Between Theory and Practice in a B.A. Program in EFL. HOW, A Colombian Journal for Teachers of English, Vol. 21, No. 1, PP 122-137.
Powell, A., Rabbitt, B., Kennedy, K. (2014). iNACOL Blended Learning Teacher Competency Framework. iNACOL, The International Association for K-12 Online Learning.
Richards, J. C., & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. Cambridge University Press, New York.
Rahdiyanta, D., (2014). Tantangan Pendidikan Teknologi Kejuruan dalam Era Global, Prosiding Konvensi Nasional Asosiasi Pendidikan Teknologi dan Kejuruan (APTEKINDO) ke 7 FPTK Universitas Pendidikan Indonesia, Bandung.
Swaffield, S., (2014). Professional Development In Education Models Of Professional Learning And The Global Imperative Of Professional Development In Education. Professional Development in Education, 40(3), 37–41.
Sern, L. C., Hamisu, M., Salleh, K. M. (2017). Determining the Elements of TVET Teachers Competency for Nigerian Higher Learning Institutions, IOP Conf. Series: Journal of Physics: Conf. Series 1049.
UNESCO. (2015). UNESCO TVET Strategy 2016-2021. Germany: UNESCO 2016.
Waluyanti, S. (2018). Standards Of Tiered Teacher Competence As A Guide For
Continuous Professional Development Of Vocational High School Teachers, Jurnal Pendidikan Vokasi, Vol. 8, No. 1.
Wagiran., Pardjono., Suyanto, W., Sofyan, H., Soenarto, S., Yudantoko, A. (2019). Competencies Of Future Vocational Teachers: Perspective Of In-Service Teachers And Educational Experts, Cakrawala Pendidikan Vol. 38, No. 2.
Yunos, J. Md., Sern, L. C., Kiong, T. T., Hamdan, N. H. (2016). The Issues and Challenges Of Vocational Teacher Education Program. Proceedings of the 1st Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL).of Gifted Young Scientists, 7(2), 377-387. https://doi.org/10.17478/jegys.579560.
Wong Ping-ho Law Sin-yee, Angelina Yip Sin-ching. (Tt). Affective Education: The Value Development of Hong Kong Student-Teachers dalam http://conference.nie.edu.sg/paper/new%20converted/ab00566.pdf (diakses 02 Maret 2017).
Yin, Robert K. (2008). Case Study Research: Design and Methods, Penerjemah M. Djauzi Mudzakir, Studi Kasus: Desain dan Metode. Jakarta: RajaGrafindo, 2008.
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2023-12-31
How to Cite
Pakaja, J. A., Kamdi, W. ., Hadi, S., & Yoto. (2023). Model of The 21st Century Vocational Teacher Competency Development. JTP - Jurnal Teknologi Pendidikan, 25(3), 630–640. https://doi.org/10.21009/jtp.v25i3.48675
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