• The Journal of Korean Institute for Practical Engineering Education
• /
• v.3 no.1
• /
• pp.149-157
• /
• 2011

In this study the elements and the contents for improvement of the ability of vocational training teachers are developed to improve themselves and to teach creatively and effectively in vocational and technical training areas. Teaching contents and curricula for improvement of the ability of vocational training teachers will not only bring up creative technical teachers in rapidly changed teaching environment but also increase national competitiveness by raising the quality of the teachers. The results of this study can be used for the development and the operation of a program not only for vocational teachers but also for general technicians. on the basis of this study programs for the improvement of abilities can be improved later on through continuous study and development.

• 대한공업교육학회지
• /
• v.35 no.2
• /
• pp.70-81
• /
• 2010

The purpose of this study is to introduce formation 'International framework curriculum for a Master Degree for TVET teachers and lectures' to present implications about fostering Chinese vocational teachers and to analyze the contents related to it. In 2004, UNFSCO composed formation International framework curriculum for a Master Degree for TVET teachers and lectures ("framework curriculum") to improve the ability of professionals in the vocational education and training fields including teachers and training leaders as well as to promote international academic exchange. Universities which introduce the framework curriculum should form specialized committee and carry out education considering the specific situation including other universities' situation, students' ability, educational certification system, etc. The framework curriculum should include the latest trends of the development of international vocational education science and carry out united educational learning between several internal or external high schools. UNFSCO tries to promote the development of educational learning and study of basic departments of vocational education such as vocational educational learning theory, vocational science, etc through the framework curriculum and to improve knowledge of vocational educational teachers and realize specialization of them. The number of universities that established the master's degree of vocational education in China is approx. 20 and the number of students that they collect every year. As for the plans of the master's degree of vocational teachers in each university, the courses about the practical problems like educational courses and educational learning are insufficient. But the framework curriculum thinks that educational learning of application theory is more important and emphasizes practice about the specific area and educational learning much more. Utilization of preceding experiences of advanced countries has the important meaning in search of models that foster Chinese vocational teachers and departmental system. The framework curriculum implies several useful points in installment of majors and educational process of the process that fosters Chinese vocational teachers.

• Journal of Fisheries and Marine Sciences Education
• /
• v.27 no.4
• /
• pp.948-962
• /
• 2015

The purpose of this study was to inquiry of outcomes and challenges of Meister high school' and specialized vocational high school' teachers and industrial workers on problem solving ability domain of test for enhanced employ ability & upgraded proficiency, and what were outcomes and challenges of main factor by Meister high school and specialized vocational high school' teachers and industrial workers. Research subjects and region were teachers of Meister high schools and specialized vocational high schools in Gyeongsangnamdo and industrial workers in Gyeonggido. The sample(N=147) was drawn from Meister high school' teachers(N=90), specialized vocational high school' teachers(N=25) and industrial workers(N=32), and collected data were analyzed with SPSS using average, standard deviation, cross analysis, verification F. The results are as follows: The biggest outcomes of problem solving ability domain of test for enhanced employ ability & upgraded proficiency was change of educational direction for promoting core competency on specialized high school & Meister High School's students. The biggest positive ripple effects of the outcomes was also change of educational direction for promoting core competency on specialized high school & Meister High School's students. The biggest challenges of problem solving ability domain of test for enhanced employ ability & upgraded proficiency was importance of challenges was expansion of teacher training and lecture on the Test for Enhanced Employ ability & Upgraded Proficiency.

• Journal of Fisheries and Marine Sciences Education
• /
• v.25 no.6
• /
• pp.1389-1407
• /
• 2013

The purpose of this study was to inquiry of perception on the characteristics of applying students for vocational education division in the CSAT(College Scholastic Ability Test) and what were characteristics of main group by industry department teachers of specialized vocational high school. Therefore, it was highly desirable that researchers to survey what were change on the characteristics of applying for vocational education division in the CSAT and what were prospect on applying group for vocational education division in the CSAT. The survey included 100 industry department teachers of specialized vocational high school on 9 regions from Korea. The analysis of survey results were by regions, industry department teacher's career of specialized vocational high school. The results were as follows. Main reasons of reducing on applying for vocational education division in the CSAT after the class of 2010 was policy of employment reinforce in specialized vocational high school by government. The next reason was increasing students who want the next stage of education not requiring results of the CSAT. Leading group of reducing on applying for the CSAT after the class of 2010 was fine grade group. Prospect on number of applying students for vocational education division in the CSAT was maintenance on the minimum number of applying students for the CSAT, after lasting of reducing state.

• Journal of Practical Engineering Education
• /
• v.13 no.2
• /
• pp.421-433
• /
• 2021

This study examined performance-related competencies for vocational training teachers and development process of Competency-Based Curriculum(CBC). Based on literature review of competencies, education and training of vocational training teachers, we developed competency modeling integrating job analysis, Behavioral Event Interview for vocational training teachers and Competency Dictionary and analyzed validity of competency modeling and competency need and proposed education and training program across competencies and training module. Finally we proposed necessary operating and management methods to effectively develop competencies for vocational training teachers using CBC.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.25 no.2
• /
• pp.294-300
• /
• 2021

The purpose of this study is to derive implications by grasping how the occupational identity of vocational training teachers who teach programming in vocational training field was formed. Teacher A, who has been engaged in programming education and training for over 20 years, was interviewed in a narrative research. For the research question 'what is the occupational identity formation process of programming vocational training teachers?' It was found that educational experience had an effect on the formation of occupational identity. This study is meaningful in that it attempted to investigate the process of forming occupational identity of programming vocational training teachers and to examine its meaning. Proposals for future research are as follows. First, in the follow-up study, it is necessary to study a wide range of experiences targeting various programming vocational training teachers according to age, working period, and affiliated institutions. Second, it is necessary to study policies and issues experienced in the field.

• Safety and Health at Work
• /
• v.6 no.4
• /
• pp.317-323
• /
• 2015

Background: Young people are at an increased risk for illness in working life. The authorities stipulate certain goals for training in occupational health and safety (OHS) in vocational schools. A previous study concluded that pupils in vocational education had limited knowledge in the prevention of health risks at work. The aim of the current study, therefore, was to study how OHS training is organized in school and in workplace-based learning (WPL). Methods: The study design featured a qualitative approach, which included interviews with 12 headmasters, 20 teachers, and 20 supervisors at companies in which the pupils had their WPL. The study was conducted at 10 upper secondary schools, located in Central Sweden, that were graduating pupils in four vocational programs. Results: The interviews with headmasters, teachers, and supervisors indicate a staggered picture of how pupils are prepared for safe work. The headmasters generally give teachers the responsibility for how goals should be reached. Teaching is very much based on risk factors that are present in the workshops and on teachers' own experiences and knowledge. The teaching during WPL also lacks the systematic training in OHS as well as in the traditional classroom environment. Conclusion: Teachers and supervisors did not plan the training in OHS in accordance with the provisions of systematic work environment management. Instead, the teachers based the training on their own experiences. Most of the supervisors did not receive information from the schools as to what should be included when introducing OHS issues in WPL.

• Journal of Practical Engineering Education
• /
• v.13 no.2
• /
• pp.271-281
• /
• 2021

This study aimed to investigate the perception of education consumers about the vocational high school credit system. The researcher analyzed the survey data collected from students, parents, and teachers of vocational high schools located in the A metropolitan city, and a total of 981 responses were analyzed: 541 students, 261 parents, and 179 teachers. One-way ANOVA and χ² test were performed using IBM SPSS 21. The results are as follows. First, in all responses of perception of the vocational high school credit system, the mean difference between groups was statistically significant, and differences between teachers-students, and teachers-parents were found. Second, the mean difference between groups in the need for early graduation in curriculum implementation was statistically significant, and the mean of students was higher than that of parents and teachers. Third, the mean difference between groups in teachers' use of multiple teaching methods under class management and evaluation was statistically significant, and the means of parents and teachers were higher than that of students.

• Journal of Korea Society of Digital Industry and Information Management
• /
• v.15 no.1
• /
• pp.109-122
• /
• 2019

The goal of this research is to empirically examine how vocational skill development teachers' distributed leadership influences on job satisfaction, through organizational citizenship behavior and teacher empowerment. A nation-wide survey was conducted among vocational skills development teachers, the unemployed and teachers who have used a government-subsidized education card. First, the study revealed that vision has no significant influence on organizational citizenship behavior and teacher empowerment. Second, leader-plus has a significant influence on organizational citizenship behavior and teacher empowerment. Third, situation has no significant influence on organizational citizenship behavior and teacher empowerment. Fourth, organizational culture has a significant influence on organizational citizenship behavior and teacher empowerment. Fifth, a significant influence was found between teacher empowerment and organizational citizenship behavior. Lastly, organizational citizenship behavior and teacher empowerment has a significant influence on job satisfaction.

• 대한공업교육학회지
• /
• v.44 no.2
• /
• pp.65-85
• /
• 2019

This study is aimed to analyze vocational high school teachers' different perceptions on implementing High School Credit System in relation to their teaching subjects(the vocational high schooland the specialized subjects). The result indicates that the specialized subject teachers perceive the value of the prerequisites for implementation of High School Credit System more strongly than the common subject teachers. Otherwise, the result reveals that no significant difference exists between the common subject teachers' perceptions and the specialized subject teachers' perceptions of the external environment improvement, the operational modes, the characteristics of vocational high schools and the factors related to successful implementation of High School Credit System.