Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge

The character of current students who are technology-savvy and the fast development of educational technology raises challenges for teachers to take advantage of these conditions to make learning effective. Technological, Pedagogical, Vocational Knowledge (TPVK) come as a framework for the effective...

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Autores principales:	Rahmawati Anis, Suryani Nunuk, Akhyar Muhammad, Sukarmin Sukarmin
Formato:	article
Lenguaje:	EN
Publicado:	De Gruyter 2021
Materias:	survey study teachers’ perspective technological pedagogical vocational knowledge vocational teacher 21st century learning Engineering (General). Civil engineering (General) TA1-2040
Acceso en línea:	https://doaj.org/article/adf73dd4617e44e4b335d55b89602efc
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id	oai:doaj.org-article:adf73dd4617e44e4b335d55b89602efc
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spelling	oai:doaj.org-article:adf73dd4617e44e4b335d55b89602efc2021-12-05T14:10:46ZVocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge2391-543910.1515/eng-2021-0040https://doaj.org/article/adf73dd4617e44e4b335d55b89602efc2021-02-01T00:00:00Zhttps://doi.org/10.1515/eng-2021-0040https://doaj.org/toc/2391-5439The character of current students who are technology-savvy and the fast development of educational technology raises challenges for teachers to take advantage of these conditions to make learning effective. Technological, Pedagogical, Vocational Knowledge (TPVK) come as a framework for the effective use of technology in teaching and learning in vocational fields. This research aimed to capture the Indonesian secondary vocational non-Information and communications technology (ICT) teachers’ perspective toward TPVK for 21st Century Learning (CL). Research with a mixed-method approach was conducted during the second semester in the 2019/2020 academic year. Sixty-five secondary vocational building engineering teachers from nine schools located in Central Java, Indonesia were recruited as survey respondents. The instrument used was a self-assessment questionnaire, lesson plan rubric, and observational protocol enriched with interview protocol. Results from this study show that the in-service vocational teacher shows readiness for TPVK 21st CL at the intermediate level. The TPVK component with the highest mean point is Pedagogical knowledge, while the lowest point is on the Vocational knowledge component. The lesson plan prepared by teachers and learning practiced performed by teachers showed less fitness of technology integration in learning with the strategies and objectives of the curriculum.Rahmawati AnisSuryani NunukAkhyar MuhammadSukarmin SukarminDe Gruyterarticlesurvey studyteachers’ perspectivetechnological pedagogical vocational knowledgevocational teacher21st century learningEngineering (General). Civil engineering (General)TA1-2040ENOpen Engineering, Vol 11, Iss 1, Pp 390-400 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	survey study teachers’ perspective technological pedagogical vocational knowledge vocational teacher 21st century learning Engineering (General). Civil engineering (General) TA1-2040
spellingShingle	survey study teachers’ perspective technological pedagogical vocational knowledge vocational teacher 21st century learning Engineering (General). Civil engineering (General) TA1-2040 Rahmawati Anis Suryani Nunuk Akhyar Muhammad Sukarmin Sukarmin Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge
description	The character of current students who are technology-savvy and the fast development of educational technology raises challenges for teachers to take advantage of these conditions to make learning effective. Technological, Pedagogical, Vocational Knowledge (TPVK) come as a framework for the effective use of technology in teaching and learning in vocational fields. This research aimed to capture the Indonesian secondary vocational non-Information and communications technology (ICT) teachers’ perspective toward TPVK for 21st Century Learning (CL). Research with a mixed-method approach was conducted during the second semester in the 2019/2020 academic year. Sixty-five secondary vocational building engineering teachers from nine schools located in Central Java, Indonesia were recruited as survey respondents. The instrument used was a self-assessment questionnaire, lesson plan rubric, and observational protocol enriched with interview protocol. Results from this study show that the in-service vocational teacher shows readiness for TPVK 21st CL at the intermediate level. The TPVK component with the highest mean point is Pedagogical knowledge, while the lowest point is on the Vocational knowledge component. The lesson plan prepared by teachers and learning practiced performed by teachers showed less fitness of technology integration in learning with the strategies and objectives of the curriculum.
format	article
author	Rahmawati Anis Suryani Nunuk Akhyar Muhammad Sukarmin Sukarmin
author_facet	Rahmawati Anis Suryani Nunuk Akhyar Muhammad Sukarmin Sukarmin
author_sort	Rahmawati Anis
title	Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge
title_short	Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge
title_full	Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge
title_fullStr	Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge
title_full_unstemmed	Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge
title_sort	vocational teachers’ perspective toward technological pedagogical vocational knowledge
publisher	De Gruyter
publishDate	2021
url	https://doaj.org/article/adf73dd4617e44e4b335d55b89602efc
work_keys_str_mv	AT rahmawatianis vocationalteachersperspectivetowardtechnologicalpedagogicalvocationalknowledge AT suryaninunuk vocationalteachersperspectivetowardtechnologicalpedagogicalvocationalknowledge AT akhyarmuhammad vocationalteachersperspectivetowardtechnologicalpedagogicalvocationalknowledge AT sukarminsukarmin vocationalteachersperspectivetowardtechnologicalpedagogicalvocationalknowledge
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Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge

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