The process of developing a teacher's knowledge, abilities, competence, attitudes, and other traits is known as continuous professional development for TVET teachers. Teachers are the most important change agents in the educational system, which makes technical and vocational education and training teachers' ongoing professional growth crucial.
The purpose of the study is to investigate the Assessment of TVET
teachers’ continuous professional development and their impact in Addis Ababa
TVET College and Institute. The effectiveness of Technical and Vocational
Education and Training largely depends on the continuous professional
development of its teachers.
The main objective of this study is to analyze the current status
and positive impact of Continuous Professional Development on Technical and
Vocational Education and Training teachers and identify the current need for
TVET teacher CPD. The study is guided by positivism and constructivism theory
of learning. A mixed research method, both quantitative and qualitative, is
employed in the study. The researcher has collected questionnaires randomly
from 204 Technical and Vocational Education and Training College and Institute
teachers (one hundred seventy-four males and thirty females). To substantiate
the study, in-depth interviews were collected from eight purposefully selected
academic leaders (department head, faculty dean, research director, and college
dean). The result of the study indicated that the majority of the Technical and
Vocational Education and Training teachers had professional skills of knowledge
and understanding of the main major subject field(s), knowledge and
understanding of instructional practices (knowledge mediation) in their main
major subject field(s), and ICT skills for teaching. Also, the majority of TVET
teachers replied that they need knowledge of curriculum development and new
technology adoption in the workplace due to the fact that technology changes
from time to time. As indicated in the result, they need different types of CPD
in order to improve students’ outcomes. The professional development of
teachers has to be improved by providing capacity building on different types
of continuing professional development and modifying TVET policy. For this, CPD
organizers and teacher educators should conduct a careful need analysis before
designing and implementing continuous professional development programs for
TVET teachers.
Author
(s) Details
Begna
Asirat Negash
School of Automation and Electrical Engineering, Tianjin
University of Technology and Education, Tianjin, China.
Jing Mi
School of Vocational Education, Tianjin University of Technology
and Education, Tianjin, China.
Yanqiu
Che
School of Automation and Electrical Engineering, Tianjin
University of Technology and Education, Tianjin, China.
Please see the book here:- https://doi.org/10.9734/bpi/lleru/v3/4440
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