Identifying the Pedagogical Competencies of Prospective Vocational Educators for Industry-Based Learning in the Digital Age
DOI:
https://doi.org/10.21831/jpts.v8i1.99806Keywords:
Pedagogical competence, vocational educators, digital ageAbstract
Background: Advances in digital technology and changing industry needs require prospective vocational educators to possess pedagogical competencies that support work-based learning. This study aims to identify the pedagogical competencies of prospective vocational educators in the digital age in the context of plumbing and mechanical pumps.
Method: The study employed a qualitative method using the DACUM approach, adapted with the support of document analysis. The panel consisted of five members. The panelists reviewed and developed the statements based on their work experience, training, and assessments. The results were grouped and reviewed again by the same panel.
Result: The study identified 23 pedagogical competencies, including 7 planning competencies, 11 implementation competencies, and 5 evaluation competencies. A total of 20 competencies were adopted from the reference, while three competencies were added as a result of the DACUM process. These additions include the preparation of materials, equipment, and supplies; the preparation of the learning environment; and the development of skills specific to one’s field of expertise. The digital dimension is reflected in technology-based instructional planning, distance learning, the provision of e-learning facilities, and media management.
Conclusion: Competency frameworks provide a contextual foundation for the development of curricula and instructional materials for prospective vocational educators, linking industry needs with teaching competencies. Independent reviews and field testing are necessary to assess their applicability and effectiveness in teaching practice.
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