Vocational Teacher Education in Central Asia : : Developing Skills and Facilitating Success.

• Superior document: Technical and Vocational Education and Training: Issues, Concerns and Prospects Series ; v.28
• Author: Drummer, Jens.
• TeilnehmendeR: Hakimov, Gafurjon.; Joldoshov, Mamatair.; Köhler, Thomas.; Udartseva, Svetlana.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2018.; ©2018.
• Year of Publication: 2018
• Edition: 1st ed.
• Language: English
• Series: Technical and Vocational Education and Training: Issues, Concerns and Prospects Series
• Physical Description: 1 online resource (217 pages)

Table of Contents

Intro -- Preface -- Greeting for the GIZ Publication as Part of the Regional Programme "Professional Education and Training in Central Asia" -- Acknowledgement -- Contents -- About the Contributors -- Part I: Introduction -- Chapter 1: Recent Technological Challenges in (Vocational) Education -- 1.1 Introduction -- 1.2 Methodology of the Origination of the Present Article -- 1.2.1 Promises of User/Learner Involvement in Online Education by a New Openness Through OER and MOOCs -- 1.2.2 User Generation of Educational Contents and Learning Materials -- 1.2.3 Independence of Learning Behaviour and the Socialization in New Community Forms -- 1.2.4 Data-Based Education Analytics: Online, Massive and Physical -- 1.3 Conclusion: Toward a Better Understanding of the Interface Between Educational Practice and Online Technologies -- 1.4 Challenges in Vocational Education as Key Focus of the Book -- References -- Part II: Project Based Learning -- Chapter 2: Project-Based Learning -- 2.1 Professional Education in Central Asia: A Short Introduction -- 2.2 National Strategies to Modernize VET in Central Asia -- 2.3 Strategy for the International Cooperation in the Area of VET -- 2.3.1 Quality Standards -- 2.3.2 Marketing and Communication -- 2.3.3 Support of Regional Academic Mobility -- 2.4 USPECH -- 2.5 Conclusion -- References -- Chapter 3: Strengthening the Innovative Potential of Project-Based Learning for TVET -- 3.1 Introduction: The USPECH Project and Its Potential -- 3.2 Promoting Project-Based Learning: The USPECH Concept -- 3.3 Presenting the Projects: The Essential Source of Significant Learning -- 3.3.1 Approaching the Innovative Potential of USPECH'S Project-Based Learning -- 3.3.1.1 USPECH'S Impact: What Kind of Data Are We Using? -- 3.3.2 Impact on Individual Learning: Innovative and Relevant Personal Growth.

3.3.3 Impact on the Institutional Learning: Innovative Teaching, Communication and Cooperation -- 3.3.4 Evolving the "Cooperating System": GIZ and Experts -- 3.4 Conclusions: Sustainable Learning -- References -- Chapter 4: Project-Based Learning to Develop Creative Abilities in Students -- 4.1 Introduction and State of the Art -- 4.2 Project Presentation -- 4.3 Conclusion -- References -- Part III: Specific Didactics of Laboratory Work -- Chapter 5: Laboratory Work in Education of Food Technology Professionals -- 5.1 Introduction -- 5.2 Introduction and Motivation Stage -- 5.2.1 Choosing and Defining the Topic -- 5.3 Forms of Students' Arrangement in Laboratory Work -- 5.4 Definition of a Laboratory Work Goal -- 5.5 Operation and Learning Stage -- 5.5.1 Developing a List of Learning Tasks for Laboratory Class -- 5.5.2 Application of Reference Knowledge and Work Methods -- 5.6 Control and Evaluation Stage -- 5.7 Learning Outcomes (Mastered Skills, Acquired Knowledge) -- 5.8 Conclusions -- References -- Chapter 6: The Theoretical-Practical Cake -- 6.1 Background -- 6.2 Prototype Training Course for Food Technician/College -- 6.2.1 Internships -- 6.2.2 Food Sensory Technology -- 6.2.3 Technical Drawing -- 6.2.4 Practice-Oriented Food Technology, Food Processing, and Production -- 6.2.5 Example of Linking Theory and Practice in the Technical Center -- 6.3 Curricular Anchoring -- 6.3.1 Comparative Work Test -- 6.3.2 Intended Learning Outcomes -- 6.4 Conclusion -- References -- Chapter 7: Potential of the Task-Based Learning for the Sustainable Development of Food Technology -- 7.1 Introduction -- 7.2 Occupational Tasks as Reference for Vocational Learning or Which Content Is Important for Professional Work and thus for Learning? -- 7.3 Didactic Concepts of Work-Based Learning and Their Potential for Sustainable Workplace Organisation -- References.

Part IV: Media and New Technologies in TVET -- Chapter 8: The Project Title: The Virtual Laboratory and Quality of Education -- 8.1 Introduction -- 8.2 Practical Application -- 8.3 Use of Virtual Laboratories in the Chemistry Lessons -- 8.3.1 An Interactive Whiteboard as a Mean for Productive Learning of the Educational Material in the Chemistry Classes -- 8.4 Conclusion -- References -- Chapter 9: Application of Modern Educational Technologies for Managing Project Activities of Master of Education -- 9.1 Introduction -- 9.2 The Essence of the "Project Activities" Concept -- 9.3 Conclusion -- References -- Chapter 10: The Significance of the Media Didactics Course for Masters of Vocational Education -- 10.1 Introduction -- 10.2 The Significance of Media Didacticsin the Learning Process -- 10.3 The Experience in Introduction of Media Didactics -- 10.4 Conclusion -- References -- Chapter 11: The Significance of Using Business Simulations in Training of Bachelors and Masters -- 11.1 Introduction -- 11.2 The Analysis of the Business Simulations Use in Training of the Teachers of Vocational Education -- 11.3 Conclusions -- References -- Chapter 12: The Use of New Teaching and Learning Technologies for Professional Qualification Development in the System of the Initial and Secondary Vocational Education -- 12.1 The Quality of Education Is an Indicator for Achievement of Results -- 12.2 The Ways for Solution of the Problems Related to Providing the Result-Based Quality Education -- 12.3 Conclusions -- References -- Part V: Evaluation and Development of Competencies -- Chapter 13: Technical Training of Teachers of Vocational Education in Higher Educational Institutions -- 13.1 Introduction -- 13.2 The Analysis of the Education Systems of Bachelor of Vocational Education.

13.3 The System of Technical Training of Bachelor of Vocational Education in the Context of Dual Education System -- 13.4 Conclusion -- References -- Chapter 14: Approaches of Engineering Pedagogy to Improve the Quality of Teaching in Engineering Education -- 14.1 Understanding of "Engineering Pedagogy" -- 14.2 Concept of a Demand-Oriented "Engineering Pedagogy" -- 14.3 Curricular Approaches of Engineering Pedagogy -- References -- Chapter 15: Competency-Based Exams in Professional Education -- 15.1 Competency-Based Exams -- 15.2 Research Methods and Data Collection -- 15.3 Legal Frameworks for Carrying Out Examinations in Professional Education in Central Asia -- 15.4 Requirements of Examiners and Examination Committee -- 15.4.1 Examiners and Members of the Examination Committee -- 15.4.2 Methodological and Didactical Skills of Examiners -- 15.5 Training of the Examiners -- 15.6 Conclusion -- References -- Chapter 16: Learning Performance in Vocational Secondary Schools: Testing Academic Achievement in Electrical Engineering -- 16.1 Introduction -- 16.1.1 Learning Performance, Academic Achievement, and Knowledge -- 16.1.2 Testing Academic Achievement -- 16.2 Empirical Method of Test Developmenting and Resulting -- 16.2.1 Aims, Procedures, and Data Analysis -- 16.2.2 Development Phases -- 16.2.3 Resulting Test -- 16.3 Findings on Test Quality -- 16.3.1 Test Validity -- 16.3.2 Test Reliability -- 16.3.3 Item Analysis -- 16.4 Discussion and Conclusions -- References -- Chapter 17: Quality Management for Projects and Workshops -- 17.1 Introduction -- 17.2 Quality Assurance in the USPECH Workshops and Projects -- 17.2.1 Elements of the Quality Assurance for the USPECH Projects -- 17.2.2 Findings of the Project Evaluation -- 17.2.3 Ensuring the Quality of the Workshops -- 17.2.4 Results of the Workshop Evaluation -- 17.3 Summary -- References.

Part VI: Research Methods in TVET -- Chapter 18: The Significance of Scientific Research in the Professional Development of Students -- 18.1 Introduction -- 18.2 Research Work of Students: Types, Significance and Results -- 18.3 Research-Intensive Education (RIE) -- 18.4 Involving Students in the Scientific Researches of the Department -- 18.4.1 The Group Project -- 18.5 Outcomes -- References -- Chapter 19: Preparing of Masters of Vocational Education for Conducting Research Activities -- 19.1 Introduction -- 19.2 The Competencies of Masters of Vocational Education -- 19.3 The Competences of Masters, Formed as a Result of Implementation of the Scientific Researches -- 19.4 The Structure and Content of the Scientific Research of a Graduate Student -- 19.5 Provision with the Training and Methodological Package for Conducting Scientific Researchesand Self-­Preparation of Master's Thesis -- 19.6 Forms of Midpoint and Final Assessment Following the Results of the Scientific Researches -- 19.7 Conclusions and Further Perspectives of the Researches -- References -- Chapter 20: Research Training for Doctoral Candidates in the Field of Education and Technology -- 20.1 Introduction -- 20.2 Challenges for Research on Teaching-Learning Technologies Between Specialized Scientific Justification and Transdisciplinary Project Orientation -- 20.2.1 Initial Situation and Problems -- 20.2.2 Disciplinary Research Approaches and Curricula of Participating Chairs and Professors -- 20.3 Administrative Arrangements and Developmental Needs -- 20.3.1 Status of Doctoral and Authorization Procedure -- 20.3.2 Existing Doctoral Regulations and the Need for Amendment -- 20.3.3 Measures to Comply with the Regular Period of Completing the Dissertation -- 20.4 Outlook: Sustainability, Innovativeness and Dissemination -- References -- Annex.

Potential of the Task-Based Learning for the Sustainable Development of Food Technology.