Please use this identifier to cite or link to this item: http://localhost:8080/xmlui/handle/123456789/360
Title: Pedagogical Competence of Vocational Teacher through the Model-impact School Patterns in the Application of Change Management
Authors: Oroh, Rolly R
Runtuwene, Julyeta P A
Palilingan, Verry R
Kenap, Audy A
Keywords: pedagogic of vocational teachers; model-impact school patterns; change management schools
Issue Date: 2018
Publisher: Atlantis Press
Series/Report no.: Advances in Social Science, Education and Humanities Research, 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018);volume 299,
Abstract: The implementation of a frequently changing vocational curriculum model has had an impact on school management. The purpose of this research is to know the potential and problem of pedagogic competence improvement of vocational teachers through the model-impact school patterns (MIS-P) in the application of change management. This research method using descriptive qualitative approach. Research data obtained through observation, interview and focus group discussion. SMK N 1 Tomohon as a sample of impact school and SMK Kr 1 Tomohon as sample of model school. FGD respondents are school leaders, heads and teachers of productive programs, and vocational education experts. The results show that the implementation of MIS-P has several potentials: (1) teachers are very prepared to the MIS-P; (2) the pedagogical competence of vocational teachers is a process that must be continuously developed according to the needs of a rapidly changing and dynamic industry; and (3) have multiply effects for the impact school, because in addition to the pedagogic competence improvement of vocational teachers, but also for the development of teachers human resources. The problems faced are: (a) there has been no good support from the local government; and (b) expert support from university has not been well established.
Description: Conference
URI: http://localhost:8080/xmlui/handle/123456789/360
Appears in Collections:Lecturer Scientific Papers

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