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.