The Profile Improvement of Vocational School Teachers’ Competencies
https://doi.org/10.31992/0869-3617-2020-29-2-151-158
Abstract
This study is aimed to reveal the improvement in the competency of productive teachers of both state and private vocational high schools in Sleman Regency after participating in a self-development program in terms of psychological maturity and socio-cultural aspects. This study was carried out in two state vocational high schools SMKN 1 Sedayu and SMKN 1 Seyegan, and one private vocational high school SMK Muhammadiyah Pakem. It was a qualitative study in nature using interview and documentation as the means of collecting the data. Fifteen productive teachers of the three vocational high schools with expertise in Building Engineering Drawing (BED) were purposively selected to be the research subjects. The obtained data in the form of interview tapescripts, photos, and documents were triangulated to ensure data validity. The data were then analyzed systematically through three main stages including open coding, axial coding, and selective coding. The results show that through self-development, the BED productive teachers in state vocational high schools can improve their pedagogical and professional competencies. In addition, this program also develops their knowledge and skills in the areas of curriculum, expertise, technology, as well as teaching strategies and methods. Even so, in the case of BED productive teachers in private vocational high schools, this self-development program does not significantly improve their competencies.
About the Authors
B. M. Triyono
Indonesia Yogyakarta State University (Universitas Negeri Yogyakarta)
Indonesia
Indonesia
Bruri M. Triyono – Dr. (PhD) of Education, Prof., Head of Department VET, Faculty of Engineering and Postgraduate Program in Technology and Vocational Education, Director Graduate School.
Jl. Colombo No.1, Karang Malang, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281
N. Mohib
University of Strasbourg
France
France
Najoua Mohib – Dr. (PhD) of Education, Assoc. Prof., UNISTRA Faculty of Educational Sciences.
4 rue Blaise Pascal, CS 90032, F-67081, 67070 Strasbourg Cedex, Strasbourg, Alsace
G. K. Kassymova
Abai Kazakh National Pedagogical University; Graduate School Universitas Negeri Yogyakarta
Kazakhstan
Kazakhstan
Gulzhaina K. Kassymova – Doctoral (PhD) candidate.
13, Dostyk avenue, 050010, Almaty
Jl. Colombo No.1, Karang Malang, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281, Indonesia
G. N. I. P. Pratama
Graduate School Universitas Negeri Yogyakarta
Indonesia
Indonesia
Galeh N. I. P. Pratama – Lecturer in Department of Civil Engineering Education and Planning, Faculty of Engineering.
Jl. Colombo No. 1, Karang Malang, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281
D. Adinda
University of Strasbourg
France
France
Dina Adinda – Doctoral (PhD) candidate, Assoc. Prof.
4 rue Blaise Pascal, CS 90032, F-67081, 67070 Strasbourg Cedex, Strasbourg, Alsace
M. R. Arpentieva
K.E. Tsiolkovskiy Kaluga State University
Russian Federation
Russian Federation
Mariyam R. Arpentieva – Dr. (grand PhD) Sci. (Psychology), Assoc. Prof., Prof. of the Department of Developmental Psychology and Education.
26, Razin str., Kaluga, 248023
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