Abstract
Secondary vocational education performs an initiative role in meeting socio-political and economic demands. Tsui’s (1997) Review Report of Prevocational and Secondary Technical Education suggests a new curriculum pattern in the light of Hong Kong’s structural changes in economy and its technological advancement. The new curricula emphasize on language, business and technological subjects that comply with the generic, fundamental and transferable requirements (para 3.18). The major new subjects named as Business Fundamentals, Technology Fundamentals, Design Fundamentals,Word Processing & Business.
Communications, Graphical Communication and Technological Studies will be implemented in year 2000 and ultimately into secondary grammar schools (para 4.15). To enhance the quality of teaching, the report also suggests that updated and relevant training should be given to vocational teachers to keep them close to the real trend (para 4.21). The ratio of graduate teachers to non-graduate teachers in prevocational schools changes from 1 : 1 to 7 : 3 within 5 years. However, there is no further concrete strategy to support the corresponding teacher training. Currently, around sixty percent of graduate business teachers are untrained and eighty percent of the business teacher samples from secondary schools perceived that insufficient teacher training was provided for them (Velde, 1997c). In facing the great challenges in new curricular and professional upgrading within such a short time frame, challenge appears in teachers’ capability and adaptability. Further development of vocational teacher education is urgently required. By defining competencies for secondary vocational teachers is a powerful means in providing information to help them to be successful in their job (Esque and Gilbert, 1995; Hager, 1995). According to Marrelli (1998), competencies are measurable human capabilities that are required for effective work performance demands. The competency model is a conceptual framework for the organization of identified competencies that enables the performers to understand, talk about, and apply the competencies. This paper is going to suggest a competency model for secondary vocational teachers, that enhances their effectiveness in meeting the new demands. Copyright © 1999 International Conference on Teacher Education.
Communications, Graphical Communication and Technological Studies will be implemented in year 2000 and ultimately into secondary grammar schools (para 4.15). To enhance the quality of teaching, the report also suggests that updated and relevant training should be given to vocational teachers to keep them close to the real trend (para 4.21). The ratio of graduate teachers to non-graduate teachers in prevocational schools changes from 1 : 1 to 7 : 3 within 5 years. However, there is no further concrete strategy to support the corresponding teacher training. Currently, around sixty percent of graduate business teachers are untrained and eighty percent of the business teacher samples from secondary schools perceived that insufficient teacher training was provided for them (Velde, 1997c). In facing the great challenges in new curricular and professional upgrading within such a short time frame, challenge appears in teachers’ capability and adaptability. Further development of vocational teacher education is urgently required. By defining competencies for secondary vocational teachers is a powerful means in providing information to help them to be successful in their job (Esque and Gilbert, 1995; Hager, 1995). According to Marrelli (1998), competencies are measurable human capabilities that are required for effective work performance demands. The competency model is a conceptual framework for the organization of identified competencies that enables the performers to understand, talk about, and apply the competencies. This paper is going to suggest a competency model for secondary vocational teachers, that enhances their effectiveness in meeting the new demands. Copyright © 1999 International Conference on Teacher Education.
| Original language | English |
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| Publication status | Published - Feb 1999 |
| Event | International Conference on Teacher Education 1999: Teaching Effectiveness and Teacher Development in the New Century = 教師教育國際學術會議：新世紀的教學效能及教師發展 - The Hong Kong Institute of Education, Hong Kong Duration: 22 Feb 1999 → 24 Feb 1999 |
Conference
| Conference | International Conference on Teacher Education 1999: Teaching Effectiveness and Teacher Development in the New Century = 教師教育國際學術會議：新世紀的教學效能及教師發展 |
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| Abbreviated title | ICTED 1999 |
| Country/Territory | Hong Kong |
| Period | 22/02/99 → 24/02/99 |