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) the components of the reflective guidance-based supervision model for vocational students in dual vocational education under the Office of the Vocational Education Commission (OVEC), (2) the development and evaluation of the reflective guidance-based supervision model for vocational students in workplaces under OVEC, and (3) the development and assessment of the training curriculum for the reflective guidance-based supervision model in vocational training. The sample was deputy academic directors, heads of dual vocational education, and supervisory instructors under OVEC. They were selected by purposive sampling. The instrument for collecting data was a set of evaluation forms, including (1) an evaluation form for supervision model components, (2) an evaluation form for the appropriateness of the supervision model, and (3) an evaluation form for the training curriculum. Analysis data by Descriptive statistics and Content Analysis.

The research results were found as follows:

1. The reflective guidance-based supervision model comprises five key components and was evaluated as highly appropriate.
2. The training curriculum was assessed as aligned with the intended objectives, exceeding the standard effectiveness criteria, and was well-accepted by trainees and administrators.

3.Based on the CIPP model evaluation, the developed training curriculum demonstrated high consistency with training objectives and was deemed appropriate by experts. The try-out phase revealed that both theoretical and practical achievements exceeded the standard criteria (E1/E2 = 81.33/82.53, and practical scores of 82.66%, surpassing the 75% threshold). In the implementation phase, theoretical and practical achievements remained above the standard (E1/E2 = 82.85/85.71, and practical scores of 83.14%). Additionally, trainees exhibited the highest level of satisfaction with the curriculum, while administrators recognized its effectiveness for vocational training supervision.

The developed reflective guidance-based supervision model enhances the efficiency of vocational training in dual vocational education. It provides a structured framework for supervision and can be applied to the development of both instructors and educational administrators, fostering a systematic approach to vocational training supervision