Teacher Skills Through the Development of Design and Develop Learning Program Taedes 401 (gov.au) for Building Core Skill and Employability Skills for Vocational High School
Teacher Skills Through the Development of Design and Develop Learning Program Taedes 401 (gov.au) for Building Core Skill and Employability Skills for Vocational High School
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通过设计和开发学习计划 Taedes 401 (gov.au) 开发职业高中核心技能和就业技能来提高教师技能
DOI：
10.2991/assehr.k.191217.062
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Nuruh Qolbu Irbani Teniola
中科院分区：
文献类型：
--
作者：
A. Y. Permana;Dini Injani Aprilia;Nuruh Qolbu Irbani Teniola
在日益活跃的现代化潮流和浪潮中，对政策改革的需求是基于这种网络物理系统的工业革命4.0发展的迫切需要。工业革命的产物与职业高中（SMK）中作为学生能力支持的实用设备密切相关。职业教育的目的是提供掌握使用实用设备的实用技能，作为辅助能力，因为中等职业教育实际上是一种升级，以输送准备进入劳动力市场的人力资源。因此，更新职业教育的学习计划已成为必要。真正的教师，作为职业学校学习的促进者，应该提供理解和工作技能。学习过程不仅填补材料本身，但能够提供技能和工作技能，根据什么是在商业世界和工作世界的需要。因此，教师必须能够概念化，设计，开发和研究学习计划，以满足一组学生的需求。模型TADES 401（gov.au）作为一个程序在设计和开发学习计划。该模型讨论了识别学习计划参数，确定其设计，描述内容和审查其有效性所需的技能和知识。有四（四）个技能单元，即：（1）确定基本成果;（2）在职业教育与培训政策框架内工作;（3）制定方案内容;（4）设计学习方案的结构。在这四个技能单元中，它们衍生为教师在开发这种学习模式时必须完成的15（十五）项技能。在实施TAEDES 401模式的过程中，教师必须能够完成以下任务：（1）在职业教育和培训（VET）背景下设计，开发和审查学习计划;（2）准备和开发至少两个学习计划;（3）包含差异化的学习计划设计，以反映特定的需求，背景和时间表。通过TADES 401学习计划的设计和开发，它将是一个变体而不是单调的，教师在管理班级方面的技能将对核心技能和就业能力技能（CSaES）产生积极的影响。
The demand for policy reform in the midst of increasingly dynamic currents and waves of modernization is urgently needed in the development of the industrial revolution 4.0 based on this cyber-physical system. The product of the industrial revolution is closely related to the practical equipment used in Vocational High Schools (SMK) as supporting student competencies. The aim of vocational education is to provide practical skills in mastering the use of practical equipment as supporting competencies because vocational secondary education is actually an escalation to channel human resources ready to enter the workforce. Thus, updating learning programs in vocational education has become a necessity. True teachers, as facilitators in learning in vocational schools, are expected to provide understanding and work skills. The learning process does not only fill the material alone but is able to provide skills and work skills in accordance with what is needed in the business world and the world of work. Therefore, teachers must be able to conceptualize, design, develop, and study learning programs to meet identified needs for a group of students. Model TADES401 (gov.au) as one program in designing and developing learning programs. This model discusses the skills and knowledge needed to identify the parameters of a learning program, determine its design, describe content, and review its effectiveness. There are 4 (four) units of skills, namely: (1) define the essential outcomes; (2) work within the VET policy framework; (3) develop program content; (4) design the structure of the learning program. Of the four skill units, they are derived into 15 (fifteen) skills of a teacher that must be done in developing this learning model. In the process of implementing the TAEDES401 model, teachers are required to be able to complete their tasks to (1) designing, developing and reviewing learning programs within the vocational education and training (VET) context; (2) preparing and developing a minimum of two learning programs: and (3) that contain differentiated learning program designs to reflect particular needs, contexts and timelines. Through the design and development of the TADES401 learning program, it will be a variant and not monotonous, the teacher's skills in managing the class will have a positive impact on core skills and employability skills (CSaES).