TVET teacher professional competency framework in industry 4.0 era
Industrial revolution 4.0, which also known as the digital age, is a globalisation era without boundaries. Technological advancement modernises different factors in life and affects many areas, including vocational education. The application of technology in the vocational educational process signif...
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| Format: | Article |
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Horizon Research Publishing
2020
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| _version_ | 1796865674959650816 |
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| author | Awang Jafar, D. S. Saud, M. S. Abd. Hamid, M. Z. |
| author_facet | Awang Jafar, D. S. Saud, M. S. Abd. Hamid, M. Z. |
| author_sort | Awang Jafar, D. S. |
| collection | ePrints |
| description | Industrial revolution 4.0, which also known as the digital age, is a globalisation era without boundaries. Technological advancement modernises different factors in life and affects many areas, including vocational education. The application of technology in the vocational educational process signifies a shift in the conventional learning paradigm towards more technology-based learning. Therefore, TVET teachers should enhance their competencies to present vocational training that can facilitate future human capital and adapt to new technologies and global challenges in this digital era. A systematic literature review was conducted to investigate TVET Teacher Professional Competency for industry 4.0. Though previous research studies focused on different sets of competencies needed by teachers in industry 4.0, most of them share similar themes. A list of constructs was identified through document analysis. These professional competencies constructs includes technical, non-technical, personal, mental, and physical attributes, as well as motive and self-concept. Each construct was then divided into several related sub-constructs. These findings are then proposed as a framework for developing TVET teacher professional competence in Industry 4.0 era. This study also pointed out that non-technical competency is as important as technical competence and strengthens with teacher personal attributes, their motive, and physical state in the TVET teacher profession. Hence, TVET institutions must open lines for technology adaptability, lifelong learning, and a future set of competencies to meet the challenge of the rapid change in professional competencies requirements for TVET teachers in this digital era. |
| first_indexed | 2024-03-05T21:00:39Z |
| format | Article |
| id | utm.eprints-93696 |
| institution | Universiti Teknologi Malaysia - ePrints |
| last_indexed | 2024-03-05T21:00:39Z |
| publishDate | 2020 |
| publisher | Horizon Research Publishing |
| record_format | dspace |
| spelling | utm.eprints-936962021-12-31T08:28:26Z http://eprints.utm.my/93696/ TVET teacher professional competency framework in industry 4.0 era Awang Jafar, D. S. Saud, M. S. Abd. Hamid, M. Z. LB2300 Higher Education Industrial revolution 4.0, which also known as the digital age, is a globalisation era without boundaries. Technological advancement modernises different factors in life and affects many areas, including vocational education. The application of technology in the vocational educational process signifies a shift in the conventional learning paradigm towards more technology-based learning. Therefore, TVET teachers should enhance their competencies to present vocational training that can facilitate future human capital and adapt to new technologies and global challenges in this digital era. A systematic literature review was conducted to investigate TVET Teacher Professional Competency for industry 4.0. Though previous research studies focused on different sets of competencies needed by teachers in industry 4.0, most of them share similar themes. A list of constructs was identified through document analysis. These professional competencies constructs includes technical, non-technical, personal, mental, and physical attributes, as well as motive and self-concept. Each construct was then divided into several related sub-constructs. These findings are then proposed as a framework for developing TVET teacher professional competence in Industry 4.0 era. This study also pointed out that non-technical competency is as important as technical competence and strengthens with teacher personal attributes, their motive, and physical state in the TVET teacher profession. Hence, TVET institutions must open lines for technology adaptability, lifelong learning, and a future set of competencies to meet the challenge of the rapid change in professional competencies requirements for TVET teachers in this digital era. Horizon Research Publishing 2020 Article PeerReviewed Awang Jafar, D. S. and Saud, M. S. and Abd. Hamid, M. Z. (2020) TVET teacher professional competency framework in industry 4.0 era. Universal Journal of Educational Research, 8 (5). pp. 1969-1979. ISSN 2332-3205 http://dx.doi.org/10.13189/ujer.2020.080534 DOI: 10.13189/ujer.2020.080534 |
| spellingShingle | LB2300 Higher Education Awang Jafar, D. S. Saud, M. S. Abd. Hamid, M. Z. TVET teacher professional competency framework in industry 4.0 era |
| title | TVET teacher professional competency framework in industry 4.0 era |
| title_full | TVET teacher professional competency framework in industry 4.0 era |
| title_fullStr | TVET teacher professional competency framework in industry 4.0 era |
| title_full_unstemmed | TVET teacher professional competency framework in industry 4.0 era |
| title_short | TVET teacher professional competency framework in industry 4.0 era |
| title_sort | tvet teacher professional competency framework in industry 4 0 era |
| topic | LB2300 Higher Education |
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