The Guidelines of Developing a Master’s Degree Curriculum in Teacher Professional for Vocational Teachers: An Analysis of Needs and Expert Perspectives
Article Sidebar
Main Article Content
Abstract
This descriptive research aimed to study guidelines for developing a Master’s degree curriculum for vocational education teachers. The study was conducted in two phases. Phase 1 involved a survey of the demand for further education. The population for this research consisted of teachers and personnel from 123 public and private vocational education institutions in Bangkok and its vicinity. A sample of 330 teachers and personel from 123 public and private vocational institutions in Bangkok and its vicinity was surveyed. Data were analyzed using frequency and percentage Phase 2 focused on identifying curriculum development guidelines through a focus group discussion with seven experts. The research instrument was a set of guiding questions, and the data was analyzed using content analysis.
The research findings reveals that 52.12% the participants had a demand for a master's degree, and 69.10% required a professional teaching license. The most preferred study period was the weekend program (71.51%) due to their full-time jobs, teaching loads, and other assigned duties. The top three factors influencing their decision to pursue further education were: 1) educational qualifications, 2) the ability to enhance work performance or careers, 3) the practical relevance of course content, and the convenience of class attendance. The proposed curriculum should focus on learning outcomes relates to competency-based curriculum development, integrated vocational learning management utilizing digital technologies, and professional ethics. Additionally, The study concludes with three key considerations fot curriculum development: aligning with global vocational education trends, defining clear program foci, and designing flexible study plans to accommodate different learner groups.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Article Screening Policy
- All research and academic articles to be published must be considered and screened by three peer reviews in the relevant field / article.
- All articles, texts, illustrations and tables published in the journal are the personal opinions of the authors. Editors don't always have to agree. And no responsibility whatsoever is the sole responsibility of the author.
- The articles to be published must never be published. Where did you first publish? And not in the consideration of other journals If the audit found that there has been a duplicate publication It is the sole responsibility of the author.
- Any article that the reader sees as being plagiarized or impersonated without reference. Or mislead the work of the author Please let the journal editor know it will be your greatest blessing.
References
Anonjan, S., Dokchan, P., Thongton, R. & Promgun, S. (2020). Factors Influencing Decision-making on Study of Master’s Degree at Mahamakut Buddhist University, Srilanchang Campus. School of Administrative Studies Academic Journal. 3(1): 47 – 60.
CEDEFOP. (2022). The Future of Work is Learning. Retrieved from https://www.cedefop.europa.eu/ files/9182_en.pdf.
Chaisiriwit, R. & Suwan, S. (2020) Interests of Students in Deciding to Study Further Master's Degree at Kasetsart University Kamphaeng Saen Campus. CUAST Journal. 9(3): 123 -136.
Committee on Education, Senate. (2022). Vocatioanl Teachers Production and Development. Retrieved from https://www.senate.go.th/assets/portals/
/fileups/241/files/report%20). Vocatioanl Teachers Production and Development.pdf.
Guile, D. & Unwin, L. (2019). The Wiley Handbook of Vocational Education and Training. New York: Wiley.
Janha, P. & Prabaripai, A. (2015). Factors Affecting the Need for Master’s Degree Studies at Kasetsart University. Veridian E-Journal, Silpakorn University. 8(1): 291 – 381.
Moodie, G. (2006). Vocational education institutions’ role in national innovation. Research in Post - Compulsory Education. 11(2): 131 – 140.
Niramol, K., Chumruksa, C. & Sae-tae, K. (2017). Need of pursuing doctoral degree in Education Technology andCommunication Faculty of Education, Thaksin University. Thaksin University Library Journal. 6: 164 – 193.
Nueangchumphon, P. & Tiacharoen, S. (2019). Marketing Strategy and Need to Study on Graduate Program in Education Administration, Silpakorn University. Journal of Educational Administration, Silpakorn University. 10(10): 351 - 365.
Pitchayatheeranart, L., Klinsukhon, S. & Namwong, K. (2024). Requirements For Further Studies and Deciding Factors to Study for a Master’s Degree in Master of Business Admininstration Program (Accounting) Loei Rajabhat University. Journal of Management Science Sakon Nakhon Rajabhat University, 4(3): 973 – 991. (in Thai)
Prachachat. (2022). Vocational teachers are facing a shortage of over 18,000 people. They are urgently requesting more staff. Retrieved from https://www.prachachat.net/
education/news-1106682.
Rattanalam, M. & Thongkum, W. (2020). Determining Factors in Making a Decision to Studying in the Graduate Program in Biomedical Engineering, Faculty of Engineering, Mahidol university. Mahidol R2R e-Journal. 8(2): 159 – 172.
Spady, W. D. (1994) Outcome-Based Education: Critical Issues and Answers. American Association of School Administrators, Arlington.
Taba, H. (1962). Curriculum Development: Theory and Practice. New York: Harcourt Brace Jovanovich.
World Economic Forum. (2024). The Global Risks Report 2024 19th Edition Insight Report. Retrieved from https://www3.weforum.org/docs/
WEF_The_Global_Risks_Report_2024.pdf.
