Digital Era Teacher Competency Development Model under the Office of the Vocational Education Commission

Abstract

This research aims to analyze the components and examine the indicators of the digital era teacher competency development model under the Office of the Vocational Education Commission. The study started with a review of relevant literature synthesizing the components of the competency development mode! followed by interviews with eight experts purposefully selected to define the indicators for each component of the model. Subsequently, these indicators were validated through group interviews with nine experts. The research employed semi-structured interviews and group interview record forms as research tools. The findings were presented in a narrative analysis format.

The research findings indicated that the components of the digital era teacher competency development model consist of four main elements. These are: 1) the development principles 2) the development processes, which include digital-era teacher competencies comprising five components: information seeking through digital media, digital technology utilization for educational and professional development, digital content creation and promotion of innovation, communication and interaction, and ethics and security in digital technology use; and dital-era teacher competency development methods comprising four components: training, job shadowing, learning from practical experience and professional learning community processes. 3) the conditions for success in the development and 4) the benefits and outcomes derived from development. Furthermore, there are a total of 58 indicators across the various components of the model.