THE COMPETENCY-BASED TRAINING & ASSESSMENT, AND IMPROVEMENT OF TECHNICAL COMPETENCIES AND CHANGES IN PEDAGOGICAL BEHAVIOR

IF 1.4 4区经济学 Q3 ECONOMICS

E & M Ekonomie a Management Pub Date : 2022-03-01 DOI:10.15240/tul/001/2022-1-006

S. Khan, Rizwan Raheem Ahmed, D. Štreimikienė, J. Streimikis, M. A. Jatoi

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引用次数: 4

Abstract

This research aims to analyze the improvement of technical competencies and changes in pedagogical behavior on competency-based training and assessment. We developed a modified conceptual model with the help of previous literature. We examined the impact of competency-based training & assessment on traditional teaching methodologies, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. We also incorporated behavior & psychological aspects of teachers as mediators in our modified conceptual model and examined the mediation between exogenous and endogenous variables. We have collected the data of 458 respondents using a modified structured questionnaire from public and private teachers of Sindh technical and vocational institutions online from different regions of Sindh, Pakistan. For the data analyses, we employed SEM-based multivariate techniques. The findings exhibit that the direct relationship between competency-based training & assessment (independent variable) has a significant and positive influence on traditional teaching methodologies, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. Similarly, the findings further concluded that behavior & psychological aspects are potent mediators between competency-based training & assessment and traditional teaching methodologies, teaching-learning abilities, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. Hence, the behavior & psychological aspects of teachers is a vital factor that accelerates the impact of competency-based training & assessment on the dependent variables. The outcomes of this research are imperative theoretical and practical implications, which may guide the direction of future researchers and policymakers of vocational training and education.

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基于能力的培训和评估，技术能力的提高和教学行为的变化

本研究旨在分析技术胜任力的提升与教学行为在胜任力训练与评估上的变化。我们在先前文献的帮助下开发了一个改进的概念模型。我们考察了以能力为基础的培训和评估对传统教学方法、实践教学策略、技术知识以及作为结果变量的教学和技术成分的影响。我们还将教师的行为和心理方面作为中介纳入改进的概念模型中，并检验了外生变量和内生变量之间的中介作用。我们使用修改后的结构化问卷收集了458名受访者的数据，这些受访者来自巴基斯坦信德省不同地区的信德省技术和职业机构的在线公立和私立教师。对于数据分析，我们采用基于sem的多变量技术。研究发现，以胜任力为基础的培训与评估(自变量)对传统教学方法、实践教学策略、技术知识和教学与技术成分作为结果变量具有显著的正向影响。同样，研究结果进一步得出结论，行为和心理方面是基于能力的培训和评估与传统教学方法、教与学能力、实践教学策略、技术知识以及作为结果变量的教学和技术成分之间的有效中介。因此，教师的行为和心理方面是加速基于能力的培训和评估对因变量影响的重要因素。本研究结果具有重要的理论和实践意义，对未来职业培训与教育的研究者和政策制定者具有指导意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E & M Ekonomie a Management Multiple-

CiteScore

2.70

自引率

13.30%

发文量