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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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Main Authors: Awang Jafar, D. S., Saud, M. S., Abd. Hamid, M. Z.
Format: Article
Published: Horizon Research Publishing 2020
Subjects:
LB2300 Higher Education
Online Access:http://eprints.utm.my/id/eprint/93696/
http://dx.doi.org/10.13189/ujer.2020.080534
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spelling my.utm.936962021-12-31T08:28:26Z http://eprints.utm.my/id/eprint/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
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic LB2300 Higher Education
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
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.
format Article
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.
title TVET teacher professional competency framework in industry 4.0 era
title_short 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_sort tvet teacher professional competency framework in industry 4.0 era
publisher Horizon Research Publishing
publishDate 2020
url http://eprints.utm.my/id/eprint/93696/
http://dx.doi.org/10.13189/ujer.2020.080534
_version_ 1720980111736438784
score 13.211869

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