The General Technological Competency Model for Vocational Teachers in Kazakhstan

Autor/inn/en	Shagataeva, Zaure Ernazarovna; Sarbassov, Yernazar Kaspaevich; Seminar, Erkegul; Sydykbekova, Marianna Amangeldyevna; Kydyrbaeva, Ardak Tolegenovna
Titel	The General Technological Competency Model for Vocational Teachers in Kazakhstan
Quelle	In: World Journal on Educational Technology: Current Issues, 13 (2021) 4, S.574-588 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Shagataeva, Zaure Ernazarovna) ORCID (Sarbassov, Yernazar Kaspaevich) ORCID (Seminar, Erkegul) ORCID (Sydykbekova, Marianna Amangeldyevna) ORCID (Kydyrbaeva, Ardak Tolegenovna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-0348
Schlagwörter	Vocational Education; Vocational Education Teachers; Teacher Effectiveness; Technological Literacy; Student Attitudes; Guidelines; Pedagogical Content Knowledge; Likert Scales; Epistemology; Masters Programs; Graduate Students; Student Surveys; Factor Analysis; Data Analysis; Information Technology; Educational Improvement; Foreign Countries; Kazakhstan + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ausbilder; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Technisches Wissen; Schülerverhalten; Richtlinien; Pädagogische Kompetenz; Likert-Skala; Erkenntnistheorie; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerbefragung; Faktorenanalyse; Auswertung; Informationstechnologie; Teaching improvement; Unterrichtsentwicklung; Ausland; Kasachstan
Abstract	Like in many Global South countries, the vocational education and training system in Kazakhstan has some weaknesses, including low-competent educators poorly applying digital technologies in their instructional repertoire, which highlights the need for motivating teachers towards incorporating technologies representing students' everyday life in the educational process. Meanwhile, there are no practically applicable competency frameworks for Kazakhstani vocational teachers to date. This paper aimed to gather students' opinions on which skills are more or less important for vocational educators to outline a technological competency framework for Kazakhstani vocational teachers based on Digital Competency Profiler, with content validity tested by five experts. A set of nineteen items measured on a five-point Likert scale, organized into technical, communicational, informational, and epistemological domains, was uploaded to an online survey platform and distributed among Master degree students enrolled in vocational programs in Kazakhstan. Based on survey data, the construct validity of the model was assessed by confirmatory factor analysis, which yielded high entire reliability and internal consistency. The learners assigned importance to all the four domains. However, they estimated vocational teacher's ability to utilize productivity tracking tools as almost futile, which allegedly indicates the surveyees' insufficient awareness about those applications and their purposes. Generally, the participants tend to prioritize vocational educators' capacities to process mathematical computations, visualize numerical data, and operate with electronic text files and projectors, as well as their readiness for effective communication through messengers and electronic mail. The framework that emerged from this research can be used as a blueprint for synchronizing and improving educational programs in Kazakhstan. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: wjet.editor@gmail.com; Web site: https://www.un-pub.eu/ojs/index.php/wjet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01