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"Teaching"

This research conducted to analyse the application of work-based learning models that are being carried out in vocational school (SMK). The scope of this research relates to the framework used, weaknesses, strengths and characteristics of industrial involvement in the education process. This research was conducted by survey method, namely by directly observing the work-based learning process, with data obtained from the results of observations, interviews and literature studies from the program implementation manual. The object of his research is a school that carries out a work-based learning model in West Java, among others, Bandung Vocational High School with the name Toyota Technician Education Program (T-TEP) and ASTRA Motor Guidance, 2 Subang Vocational School with the name teaching Factory program, and Lemah Abang Vocational High School under the name of the Yamaha Fostered Class Program. From the results of this research, it was found that the three schools that applied work-based learning models had their respective characteristics, and had their respective weaknesses and strengths, but from the three schools there was one similarity, namely using framework synchronization, namely the curriculum arranged based on synchronization between compulsory competencies in school with industry competencies. © Published under licence by IOP Publishing Ltd.

This study aimed at investigating the effects of situational factors consisting of school culture, corporate culture, and the performance of management institution to the readiness of student work in implementing Work-Based Learning (WBL) model on vocational education in Indonesia. The present study was primarily carried out with a quantitative approach using a survey methodology. The research was conducted in the Mechanical Engineering Study Program, Faculty of Engineering, Yogyakarta State University and in the Machining Industry in Yogyakarta, Bandung and Semarang. The study was conducted within 6 months, from March to September 2018. The population of the study was all students (85 students) who took the complex machining process course. The research sample consisted of 32 people selected by purposive sampling technique. In this case, the study sample was students who have carried out industrial practice. Data were collected using questionnaires and test. Questionnaires were used to retrieve student responses data on situational aspects and their readiness to work in machining practices on soft-competence aspects. The test was used to retrieve data on the readiness of students to work on aspects of hard-competence. Content validity was established by expert judgment. Data were analyzed using descriptive analysis, regression and path analysis, using a significance level of 0.05. © 2019, Eskisehir Osmangazi University.

This paper describes a journey undertaken by literacy tutors who were caught between incompatible values and needs in building apprentices’ literacy. The highly literate tutors were committed to teaching critical literacy. They believed that improved literacy could support learners’ aspirations to advance their prospects at work, build their connections within their community and improve their health. Hence, the tutors aimed to guide their learners into membership of an imagined community of fluent readers. They found, however, that the apprentices, along with their managers and training coordinators, saw literacy as instrumental rather than a desired outcome in its own right. Essentially, achieving a sufficient level of literacy was needed for the apprentices to become members of workplace communities of practice. Tutors then questioned their prior assumptions about the intrinsic importance of literacy, slowly accepting a dichotomous way of thinking where industrial ways of learning and knowing were predominant. Tutors’ realisation that apprentices already possessed embodied and oral literacies helped them to support the apprentices in escaping (though not leaving) workplace contexts that were becoming increasingly document-driven in character and featuring rising expectations of improved print literacy. © 2018, © 2018 The Vocational Aspect of Education Ltd.

Professional Development of Teacher Educators in Further Education critically analyses the specific challenges relating to teacher educators in the English further education (FE), such as the diverse nature of learners and the variety of educational contexts. It focuses on the journeys to becoming teacher educators, their relevant teaching know-how and professional needs. This book combines theoretical frameworks with both qualitative and quantitative data to outline the pathways, professional identities, knowledge, and continuous professional development of teacher educators. This data is used to discuss the four main themes. The first deals with the teacher educators' initial disciplinary areas, journey-making to be educators, and the current titles/positions. The next one delineates the know-how (knowledge, experiences, capacities and skill sets) to perform as teacher educators. The third one relates to their professional identities and the final topic, their professional requirements as FE teacher educators. Contributing to the field of further and vocational education, this book will be of great interest for researchers, academics, and postgraduate students in the field of education, specifically FE and teacher educators. © 2020 Sai Loo. All rights reserved.

Intercultural competence (IC)has been shown to be a necessary asset in the increasingly globalized world, with individuals expected to perform appropriately and effectively during intercultural exchanges. However, many students have insufficient intercultural knowledge, attitudes, or skills. Therefore, it is necessary to identify effective means of helping individuals to improve their IC. A review of relevant intervention studies published between 2000 and 2018 was conducted to examine the effectiveness of current interventions. Based on 31 studies, overseas immersion and pedagogical interventions were identified as the two major types of existing interventions. Four sub-types of pedagogical intervention were found: culture-based teaching materials, classroom activities, teaching strategies and integrated intercultural programs. The findings of meta-analyses suggest that overseas immersion exerts a larger effect on IC improvement than do other types of intervention. Grade level was also found to moderate the relationship between interventions and IC development. The results are discussed in intercultural educational contexts. © 2019 Elsevier Ltd

Lack of media used in teaching and the conventional method used are also become the factors which influence the less student's competency achieved in practical learning of motorcycle tune-up. This study aims to develop the student's competency in motorcycle tune-up by applying the Troubleshooting teaching method towards undergraduate students in Education of Mechanical Engineering department. This study used Classrom Action Research (CAR) which used 26 students as subject. They are Undergraduate Student in department of Education of Automotive Mechanical Engineering, Unesa, Indonesia. This study used test method to evaluate the student's competency in motorcycle engine tune-up. Based on the achieved data, it is then analyzed descriptively. This troubleshooting teaching method was able to develop student's study result (student's competency), started from 81,6 in cycle 1, then 83,3 in cycle 2, and 87,1 in cycle III. The completeness of classical study started from 53,8% in cycle 1, grew to 57,5% in cycle II, then reached 88,5% in the last cycle. © 2019 IOP Publishing Ltd. All rights reserved.

Learning to Educate: Proposals for the Reconstruction of Education in Developing Countries is a practical and strategic guide for education leaders and others who want to do more to improve the quality of curriculum, learning, teaching, and assessment. The book is also a philosophical guide that articulates and affirms the fundamental values and purposes of education in a rapidly changing world. It confronts us with the opportunity and the necessity to unravel bedrock assumptions and stimulate further discussion about the nature of teaching and learning. What does it take to change mindsets? And how do we bring about “reconstruction” without losing our groundings and bearings? The authors, Ernesto Schiefelbein and Noel McGinn, use the full weight of their extensive knowledge in education research, teaching, policy, and action, to argue that, in order to reconstruct quality education, we must begin by improving its foundation. The result is a seasoned and superbly articulated examination of the principles and practices of teaching and learning, which focuses on the crucial need of all children to learn how to learn. Innovative, cultured, and consistently captivating, this book is bold and, in the field of comparative and international education, unprecedented. © 2017 Sense Publishers.

Aim. In Turkey, in connection with the Bologna process, German is also taught in universities as an elective course. There is an important relationship between the selection of the subject in the elective German courses, detailed planning of the courses, and the implementation of the appropriate method. In this study, the subject of professions was planned for the elective German courses. The purpose of this study is the preparation, implementation, and evaluation of a sample lesson to describe the selection of the subject of professions for the German course taught as an elective course at universities. Concept and Methods. This study was conducted with qualitative research. The document research technique was used in the study (Yildirim & Simsek, 2008). During the 2018/2019 academic year, I taught about the subject of profession selection in my German courses. I prepared, implemented and evaluated the subject of professions according to the lesson planning model I had previously developed (Coskun, 2018). I prepared the materials used in this course according to this model. Result and Conclusion. The success of the lesson planning model mentioned above was also observed in the activities conducted earlier. It was also seen that the students who attended German courses in connection with the Bologna process exerted efforts in establishing contact with the instructor and the students attending the class. It was observed that the participants introduced themselves, mentioned the field or the branch at the university where they were studying, and were interested in gaining experience abroad in order to be successful in their professions. In addition to the subject discussed in the class, the method implemented in the lesson and the planning of the lesson according to the method, play an important role in the continuation of this interest. Therefore, effective lesson planning models and unique methods should be developed. Origin. Students from all the departments of the university may attend the elective German language classes opened in connection with the Bologna process. The condition for participation in the courses "German for Erasmus" and "German for Communication" which I teach, is to learn German at the A1 level. It is frequently observed that the participants speak German at different levels. The overseas experience of the participants, the quality of the German and other language education they had received from primary to high school and university play an important role in this. In recent years the number of participants from German and other foreign language speaking countries has increased. The students who had been in German-speaking countries under the Erasmus program participate in the German courses also to maintain their fluency in the German language. In order to execute the German courses effectively for different purposes, for different fields and participants coming from different countries and students with different levels of fluency, a suitable method should be developed. It is believed that this inter-disciplinary study will contribute to the active German courses. © 2019, Pro Scientia Publica Foundation. All rights reserved.