Journal of Engineering Education Transformations

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Professional Identity of Vocational Teachers in the 21st Century in Indonesia


Affiliations
1 Yogyakarta State University, Yogyakarta, Indonesia
2 Department of Fashion Design Education, Yogyakarta State University, Yogyakarta, Indonesia
     

   Subscribe/Renew Journal


This article focuses on the professional identity needs of vocational teachers in the 21st century in Indonesia. Challenges in the 21st century have changed and caused major changes for vocational teachers, while vocational teachers have heterogeneous characteristics, including learning experience, educational background, employment status, and other determinants. An important objective of this study is to analyze the proxies of professional identity of vocational teachers in the 21st century in preparing future vocational teachers. This research uses a descriptive qualitative approach. A total of 139 vocational teachers participated in describing the professional skills needs of vocational teachers for the future. The findings describe that (1) technology skills and ICT are defined as hard skills and apart from the 4Cs, literacy strengthening is needed to strengthen soft skills; and (2) vocational teachers need hands-on experience in the business world, industry, and the world of work (DUIKA). This study recommends that the professional competence of vocational teachers needs to be improved through self-development training and continuous professional development (CPD).

Keywords

Vocational Teacher, Professional Teacher, Professional Identity, Technology Skills, Real Experience.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Saha, L. J. (2009). The Dissemination of Knowledge about Research on Teachers, to the Teachers. In L. J. Saha & A. G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching (pp. 71–79). Springer US. https://doi.org/10.1007/978-0-387-73317-3_5

  • Todorescu, L.-L., Popescu-Mitroi, M.-M., & Greculescu, A. (2015). Students’ Views on the Teacher as An Information Provider. Procedia - Social and Behavioral Sciences, 197, 184–189. https://doi.org/10.1016/j.sbspro.2015.07.121

  • Hilferty, F. (2008). Teacher professionalism and cultural diversity: Skills, knowledge and values for a changing Australia. The Australian Educational Researcher, 35(3), 53–70. https://doi.org/10.1007/BF03246289

  • Tichenor, M. S., & Tichenor, J. M. (2005). Understanding Teachers’ Perspectives on Professionalism. Professional Educator, 27, 89–95. https://eric.ed.gov/?id=EJ728484

  • Boyt, T. E., Lusch, R. F., & Naylor, G. (2001). The Role of Professionalism in Determining Job Satisfaction in Professional Services: A Study of Marketing Researchers. Journal of Service Research, 3(4), 321–330. https://doi.org/10.1177/109467050134005

  • Rojewski, J. W. (2009). A Conceptual Framework for Technical and Vocational Education and Training. In R. Maclean & D. Wilson (Eds.), International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning (pp. 19–39). Springer Netherlands. https://doi.org/10.1007/978-1-4020-5281-1_2

  • Gluchmanova, M. (2015). The Importance of Ethics in the Teaching Profession. Procedia - Social and Behavioral Sciences, 176(n/a), 509–513. https://doi.org/10.1016/j.sbspro.2015.01.504

  • Schwab, K. (2016). The Fourth Industrial Revolution.

  • Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132. https://doi.org/10.1177/1362168815572747

  • Voinea, M., & Pălăşan, T. (2014). Teachers’ Professional Identity in the 21st Century Romania. Procedia - Social and Behavioral Sciences, 128, 361–365. https://doi.org/10.1016/j.sbspro.2014.03.172

  • Trilling, B., & Fadel, C. (2012). 21st Century Skills: Learning for Life in Our Times (1st edition). John Wiley And Sons Inc.

  • Majid, N. W. A., Fuada, S., Fajri, M. K., Nurtanto, M., & Akbar, R. (2020). Progress report of cyber society v1.0 development as a learning media for Indonesian society to support EFA. International Journal of Engineering Pedagogy, 10(4), 133–145. Scopus. https://doi.org/10.3991/ijep.v10i4.13085

  • Gunadi, Sofyan, H., Nurtanto, M., Arifin, Z., & Sudira, P. (2020). Vocational Teachers Readiness in Face of the Industrial Revolution 4.0: Vocational Teachers Perceptions in YogyakartaIndonesia. Journal of Physics: Conference Series, 1700, 012082. https://doi.org/10.1088/1742-6596/1700/1/012082

  • Arifin, Z., Nurtanto, M., Warju, W., Rabiman, R., & Kholifah, N. (2020). The TAWOCK conceptual model at content knowledge for professional teaching in vocational education. International Journal of Evaluation and Research in Education (IJERE), 9(3), 697–703. https://doi.org/10.11591/ijere.v9i3.20561

  • Kholifah, N., Sofyan, H., Pardjono, P., Sudira, P., & Nurtanto, M. (2021). Explicating the Experience of Beginner Vocational Teachers. TEM Journal, 10(2), 719–723. Scopus. https://doi.org/10.18421/TEM102-28

  • Sumual, H., & Soputan, G. J. (2018). Entrepreneurship Education through Industrial Internship for Technical and Vocational Students. IOP Conference Series: Materials Science and Engineering, 306, 012053. https://doi.org/10.1088/1757-899X/306/1/012053

  • Tampang, B. L. L., & Wonggo, D. (2018). Teacher Professionalism in Technical and Vocational Education. IOP Conference Series: Materials Science and Engineering, 306, 012017. https://doi.org/10.1088/1757-899X/306/1/012017

  • Sulaiman, J., Yunus, F. A. N., & Ahmad, W. M. R. W. (2019). Professionalism of Technical Teacher in Vocational Education: : Online Journal for TVET Practitioners, 4(2), 42–48. https://publisher.uthm.edu.my/ojs/index.php/oj-tp/article/view/5091

  • Klotz, V. K., Billett, S., & Winther, E. (2014). Promoting workforce excellence: Formation and relevance of vocational identity for vocational educational training. Empirical Research in Vocational Education and Training, 6(1), 6. https://doi.org/10.1186/s40461-014-0006-0

  • Nurtanto, M., Arifin, Z., Sofyan, H., Warju, W., & Nurhaji, S. (2020). Development of Model for Professional Competency Assessment (PCA) in Vocational Education: Study of the Engine Tune-Up Injection System Assessment Scheme. Journal of Technical Education and Training, 12(2), 34–45. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/5152

  • Nellitawati, N. (2019). Teacher’s pedagogical competencies on the vocational high school of Padang City. Jurnal Konseling Dan Pendidikan, 7(2), 58–61. https://doi.org/10.29210/133300

  • Trilling, B., & Fadel, C. (2009). Bernie Trilling, Charles Fadel-21st Century Skills_ Learning for Life in Our Times -. 243.

  • Nurzanna, & Purba, S. (2019). Relationship between work discipline, teamwork, and altruistic with teacher’s affective commitment state vocational schools in Padangsidimpuan City. AIP Conference Proceedings, 2194(1), 020145. https://doi.org/10.1063/1.5139877

  • Maknun, J., Barliana, M. S., Rahmawati, Y., & Wahyudin, D. (2021). Teacher Competency of Vocational High School (SMK) in the Era of Industrial Revolution 4.0. 168–171. https://doi.org/10.2991/assehr.k.210203.110

  • Sudarsono, B., Santosa, B., & Sofyan, H. (2020). Improving The Competency of Automotive Vocational Teachers with Partnership-Based Training Model (PBK). JTP - Jurnal Teknologi Pendidikan, 22(3), 200–208. https://doi.org/10.21009/jtp.v22i3.18690

  • Setiawan, A., & Hamdani, A. (2021). Current Development of Vocational Professional Teacher Education in Indonesia. 16, 11


Abstract Views: 198

PDF Views: 1




  • Professional Identity of Vocational Teachers in the 21st Century in Indonesia

Abstract Views: 198  |  PDF Views: 1

Authors

Muhammad Nurtanto
Yogyakarta State University, Yogyakarta, Indonesia
Putu Sudira
Yogyakarta State University, Yogyakarta, Indonesia
Herminarto Sofyan
Yogyakarta State University, Yogyakarta, Indonesia
Nur Kholifah
Department of Fashion Design Education, Yogyakarta State University, Yogyakarta, Indonesia
Triyanto Triyanto
Department of Fashion Design Education, Yogyakarta State University, Yogyakarta, Indonesia

Abstract


This article focuses on the professional identity needs of vocational teachers in the 21st century in Indonesia. Challenges in the 21st century have changed and caused major changes for vocational teachers, while vocational teachers have heterogeneous characteristics, including learning experience, educational background, employment status, and other determinants. An important objective of this study is to analyze the proxies of professional identity of vocational teachers in the 21st century in preparing future vocational teachers. This research uses a descriptive qualitative approach. A total of 139 vocational teachers participated in describing the professional skills needs of vocational teachers for the future. The findings describe that (1) technology skills and ICT are defined as hard skills and apart from the 4Cs, literacy strengthening is needed to strengthen soft skills; and (2) vocational teachers need hands-on experience in the business world, industry, and the world of work (DUIKA). This study recommends that the professional competence of vocational teachers needs to be improved through self-development training and continuous professional development (CPD).

Keywords


Vocational Teacher, Professional Teacher, Professional Identity, Technology Skills, Real Experience.

References





DOI: https://doi.org/10.16920/jeet%2F2022%2Fv35i3%2F22085