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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2021-02-01
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Online Access: | https://doi.org/10.1515/eng-2021-0040 |
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doaj-adf73dd4617e44e4b335d55b89602efc2021-10-03T07:42:30ZengDe GruyterOpen Engineering2391-54392021-02-0111139040010.1515/eng-2021-0040Vocational teachers’ perspective toward Technological Pedagogical Vocational KnowledgeRahmawati Anis0Suryani Nunuk1Akhyar Muhammad2Sukarmin Sukarmin3Universitas Sebelas Maret, Central Java, IndonesiaUniversitas Sebelas Maret, Central Java, IndonesiaUniversitas Sebelas Maret, Central Java, IndonesiaUniversitas Sebelas Maret, Central Java, IndonesiaThe 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.https://doi.org/10.1515/eng-2021-0040survey studyteachers’ perspectivetechnological pedagogical vocational knowledgevocational teacher21st century learning |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Rahmawati Anis Suryani Nunuk Akhyar Muhammad Sukarmin Sukarmin |
spellingShingle |
Rahmawati Anis Suryani Nunuk Akhyar Muhammad Sukarmin Sukarmin Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge Open Engineering survey study teachers’ perspective technological pedagogical vocational knowledge vocational teacher 21st century learning |
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 |
series |
Open Engineering |
issn |
2391-5439 |
publishDate |
2021-02-01 |
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. |
topic |
survey study teachers’ perspective technological pedagogical vocational knowledge vocational teacher 21st century learning |
url |
https://doi.org/10.1515/eng-2021-0040 |
work_keys_str_mv |
AT rahmawatianis vocationalteachersperspectivetowardtechnologicalpedagogicalvocationalknowledge AT suryaninunuk vocationalteachersperspectivetowardtechnologicalpedagogicalvocationalknowledge AT akhyarmuhammad vocationalteachersperspectivetowardtechnologicalpedagogicalvocationalknowledge AT sukarminsukarmin vocationalteachersperspectivetowardtechnologicalpedagogicalvocationalknowledge |
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