Enhancing TVET teachers’ capacity to develop students’ generic green skills: A work-based learning model for professional development of teachers

Enhancing TVET teachers’ capacity to develop students’ generic green skills: A work-based learning model for professional development of teachers

• Pavlova, Margarita The Education University of Hong Kong
• Chen, Christy Shimin The Education University of Hong Kong

TVET@Asia, 14, 2020

Regional Association for Vocational Teacher Education and Training in Asia

2020

• Q Philosophy of Education, Educational System & School At Different Levels
  • QF Vocational & Technical Education

Teacher Training and Professional Development TVET Generic Green Skills Work-based Learning Professional Development Model Sustainability Related Resources SDGs Experiential Learning Transformative Learning

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

Reorienting existing educational programs in technical and vocational education and training (TVET) for the purposes of advancing the attainment of sustainable development goals (SDGs) through skills development significantly depends on the capacity of educators. This capacity can be enhanced through teacher training and professional development programs based on principles of adult learning, as well as through the use of sustainability related resources designed for use in student-centered TVET classrooms. This paper considers how TVET educators respond to the reorientation of the curriculum towards Education for Sustainable Development (ESD) through the inclusion of generic green skills in a green module that was delivered by one TVET institute in Hong Kong. It examines how different types of teachers respond to sustainability related, work-based training conducted through action research. Four teachers’ attitudes are examined, based on their expertise in ESD and their motivation to change current practice. Based on the findings, this paper puts forward a work-based learning model for the professional development of TVET teachers that encourages them to learn with researchers and students together. The model can be adjusted to meet the needs of different types of teachers and it has the potential to enhance teachers’ capacity to implement green modules that will support students’ generic green skills development. Copyright © 2019 PAVLOVA/CHEN.

• English

Journal Articles

• 2196838X

https://bibliography.lib.eduhk.hk/bibs/5dd912ee

2020-12-10