The Development of a Reflective Coaching and Mentoring Model for Vocational Training in Workplaces for Dual Vocational Education Students under the Office of the Vocational Education Commission

Abstract

This Article aimed to study (1) examine the digital technology competency of vocational teachers, (2) develop and evaluate a flipped classroom-based training model to enhance vocational teachers' digital technology competency, and (3) develop and assess a training curriculum utilizing the flipped classroom approach for improving digital technology competency. The study employed a Research and Development (R&D) methodology, integrating both quantitative and qualitative approaches. The research framework was based on digital technology competency and the flipped classroom instructional model. The study was conducted under the Office of the Vocational Education Commission (OVEC), with the sample comprising vocational teachers in public vocational institutions. The pilot training group consisted of 10 vocational teachers, while the actual training implementation involved 30 teachers.

The research utilized three evaluation tools: (1) an assessment form for training model components, (2) an evaluation form for the appropriateness of the training model, and (3) an assessment form for the training curriculum. Data analysis involved basic descriptive statistics such as mean and standard deviation, as well as inferential statistics for evaluating the effectiveness of the training curriculum. Qualitative data were analyzed using content analysis and narrative description.

The research findings were as follows:

1. The study on vocational teachers’ digital technology competency indicated that, overall, the demand for competency development was at the highest level, as assessed by the teachers.
2. The flipped classroom-based training model developed for enhancing digital technology competency was found to be highly appropriate, with expert evaluations confirming that all training components had a content validity index (CVI) exceeding 0.5.
3. The training curriculum demonstrated high alignment with its objectives and was deemed highly appropriate by experts. The implementation phase showed that the average theoretical achievement scores (E1/E2 = 89.44/84.00) surpassed the standard criterion of 80/80, while the practical performance score averaged 87.00%, exceeding the 75% benchmark. Additionally, the overall satisfaction of trainees was at the highest level. Evaluations from administrators and department heads indicated that teachers successfully applied the acquired knowledge and skills in their teaching practices, while students taught by trained teachers expressed high satisfaction across all aspects.

The developed flipped classroom-based training model effectively enhances vocational teachers’ digital technology competency and can serve as a framework for further professional development. It provides a structured and systematic approach to integrating digital tools into vocational education, ensuring that teachers are well-equipped to adapt to the rapidly evolving educational landscape in the digital age.