Developing and Evaluating Thai Technical Teacher Training Courses Based on German Technical Vocational Education and Training: A Path towards Global Competitiveness

Abstract

Technology supports self-directed learning and offers an array of technology-enhanced learning methods. Technical-vocational education and training (TVET) are vital in enhancing skill development opportunities of specialized workforce. Competency development of TVET teachers plays a crucial role in enhancing their global competitiveness. The objective of this study is to develop and assess German-based technical and vocational teacher training courses in order to enhance teacher competencies in effective teaching. Improving TVET teachers' professional competencies is important for them to become better-prepared for global competitiveness. This study involves the development and testing of a competency-based coaching program for TVET teachers. The study process encompasses identifying needs and goals, designing, and structuring the training course, developing the curriculum, planning training sessions, and analyzing results. Industry experience, subject-specific expertise, and the ability to keep up with technological progress are essential for TVET teachers. In the research, five experts evaluated the course content, tests, and behavioral objectives using IOC which reported congruence of curriculum evaluation. To assess the effectiveness of the training program, sixteen school administrators and TVET teacher participants completed the pretest prior to engaging in the training program, then they completed the posttest of knowledge acquisition after training. As results, the posttest scores sharply increased from 29.38 to 87.50, (p < 0.001), confirming that teachers' knowledge can be enhanced significantly through intervention. Regarding the implications for future studies on blended learning that combines classroom and online education, it is especially important to clearly define learning objectives, to determine the appropriate proportion of online and face-to-face instruction, to indicate the importance of learning management systems, to provide a variety of learning activities, and to teach students to use multiple resources that could help them learn better. In addition, students should be encouraged to express their opinions and reflect on their own learning. Likewise, teachers should critically reflect on their pedagogical experiences for further development. Last but not least, a meaningful assessment of student learning alongside the curriculum assessment must be brought into account for the development of a future-ready curriculum.