Issue 18: Self-reliant learning by implementing work-based and work-related learning approaches

Annika Behrens, Badaruddin Bin Ibrahim, Sureewan Rajchasom, Georg Spöttl

Annika Behrens

TU Dortmund University

Badaruddin Bin Ibrahim
University Tun Hussein Onn, Malaysia
Sureewan Rajchasom

Rajamangala University of Technology Lanna, Thailand

Georg Spöttl
University of Bremen, Germany

TVET@Asia Newsletter

About TVET@Asia

TVET@Asia is an open content online journal for scientists and practitioners in the field of Technical and Vocational Education and Training (TVET) and Vocational Teacher Education (VTE) in the East and Southeast- Asian region.

Its main purpose is to provide access to peer reviewed papers and thus to enhance the dissemination of relevant content and the initiation of open discussions within the TVET community.

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Preview Issue 12

Jan 16, 2017 | Uncategorised

Call for Papers

Technical Didactics as a theoretical basis for an effective practical implementation of TVET

Editors:
Martin Hartmann (TU Dresden University)
Diep Phuong Chi (Ho Chi Minh City University of Technology and Education)
Mustapha Ramlee (Sultan Idris University)
Bruri Triyono (Yogyakarta State University)

In order to enhance the quality of Technical and Vocational Education and Training (TVET), the training and improving pedagogical competences of vocational teachers play a significant role. In the Thanyaburi Statement 2013, the organizations including the Regional Cooperation Platform for Vocational Teacher Education and Training in Asia (RCP), the United Nations Educational Scientific and Cultural Organization – Asia and Pacific Bureau for Education (UNESCO Bangkok), the ASEAN University Network (AUN), the Columbo Plan Staff College for Technician Education (CPSC), the Southeast Asian Ministers of Education Organisation – Regional Center for Vocational and Technical Education and Training (SEAMEO VOCTECH) và the Rajamangala University of Technology Thanyaburi (RMUTT) determined, that

“TVET-system can only be adapted or improved via sufficiently educated, trained and skilled teachers who can fulfil their duties in personnel and organizational development […]. Vocational Teacher Education study programmes must embrace theoretical knowledge at an engineering and advanced technical level, practical vocational competences and cover a broad variety of teaching skills” (RMUTT et al. 2013; Schroeder 2017).

It can be noted, that besides expertise competences, vocational teachers have to acquire the pedagogical competences with didactical approaches, which are not only modern, innovative but also in line with special characteristics of the field of TVET. Technical didactics, therefore, is an important part within programmes of vocational teacher education (VTE). It provides the theoretical basics in regard to teaching objectives, contents, methods, designing of learning environment, media, strategies of assessment and evaluation in the field of technical training in general and of TVET in particular. It also discusses the strategies which teachers should carry out to help learners identify their profession as well as their role in profession, develop their complex competences to meet the requirements of profession revealed by result of job analysis.

We invite scholars, scientists, TVET teachers and practitioners in the field of TVET to share your researches or practice-based experiences related to technical didactics in TVET on the upcoming issue of TVET@Asia. You can address one or more of the following topics:

  • Approaches and concepts of technical education in general;
  • Innovative didactical concepts with respect to educational objectives, teaching contents, teaching methods, media, learning venues and strategies of assessment and evaluation in TVET;
  • Didactical concepts for education and training of specific technical professions;
  • Didactical concepts integrated with sustainability for new technical professions;
  • The influences of modern technical didactics on developing curricula in TVET;
  • Researches on didactics in the field of technical vocational teacher education;
  • Locations, learning environment in regard to didactical functions and pedagogical strategies in accordance with the concept of action-oriented teaching as well as with result of working process analysis in order to develop the professional experience and competences of learners;
  • The role and relation between teaching person, learners and teaching contents according to modern approaches of technical didactics;
  • The improvement of management at school / university level and at national level to support the innovative didactical concepts;
  • Effective practice examples of technical didactics in TVET.

Call for Papers: 31th of July 2018

Authors:

Open to any interested author.

Timeline:

  1. Please send an abstract of no more than one page, a short CV/profile (half page) and a list of selected publications to the editorial board via issue12@tvet-online.asia by July 31th, 2018;
    Please use “form-abstract_tvet-online.docx” which you find with other forms for download at http://www.tvet-online.asia/preview
  2. Notification of abstract acceptance: August 10th, 2018
  3. Submit a draft full paper by September 30th, 2018;
  4. Notification of acceptance and peer review until October 31st, 2018
  5. Send the finalised and formatted paper by November 30th, 2018;
  6. Tentative publication date: December 31st, 2018

We look forward to receiving your contributions.

Sincerely yours,
Martin Hartmann, Diep Phuong Chi, Mustafa Ramlee, and Bruri Triyono
Chief Editors, Issue 12

Editors of issue 12: issue12@tvet-online.asia

Download:

> the template for the article doctemplate_TVETAsia_i12.doc240 KB

> the form for the abstract docxform-abstract_tvet-online.docx 24.36 KB

> the form to submit the authors profile docxprofile 48.39 KB

> the full Call for Papers for Issue 11: pdfCfP_Issue-12_TVETAsia.pdf369.49 KB

 

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