Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model.

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Autor/Urheber	Zainal Arifin; Muhammad Nurtanto; Asep Priatna; Nur Kholifah; Moh Fawaid
Institution	UIKTEN
Titel	Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model.
Quelle	In: doi:10.18421/TEM92-48; 2217-8309; 2217-8333; TEM Journal, Vol 9, Iss 2, Pp 786-791 (2020)(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.18421/TEM92-48
Schlagwörter	tpack; tawock; teaching and student learning; vocational education; andragogy learning; Education; Technology; T
Abstract	Nowadays, the ICT is an important part of the 21st century and teacher learning and industry 4.0 challenges must involve technology in their teaching and learning. Previous research on the involvement of technology in the learning process is generally known as TPACK, Technology – Pedagogy – Content - Knowledge. However, the specific objectives of implementing vocational learning are specific to certain occupations. The purpose of this study is to analyse the teaching and learning needs of students in professional vocational education with the revised TPACK new model approach. The study of qualitative methods in the form of document analysis is used to construct a new theoretical conceptual framework. Important findings offered in the concepts of teaching and learning of vocational students were adopted based on work, content, technology, and learning approaches which were conceptualized as TAWOCK.The work as a new domain shows the characteristics of student teaching and learning while the learning approach has shifted from the level of engagement - Pedagogy to the level of cultivation - Andragogy. The study explains that vocational education with the TAWOCK concept is an ideal model for developing depth.
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