THE COMPETENCY-BASED TRAINING & ASSESSMENT, AND IMPROVEMENT OF TECHNICAL COMPETENCIES AND CHANGES IN PEDAGOGICAL BEHAVIOR

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dc.contributor.authorKhan, Saba
dc.contributor.authorAhmed, Rizwan Raheem
dc.contributor.authorStreimikiene, Dalia
dc.contributor.authorStreimikis, Justas
dc.contributor.authorJatoi, Munsif Ali
dc.contributor.otherEkonomická fakultacs
dc.date.accessioned2022-03-28T09:23:19Z
dc.date.available2022-03-28T09:23:19Z
dc.description.abstractThis research aims to analyze the improvement of technical competencies and changes in pedagogical behavior on competency-based training and assessment. We developed a modified conceptual model with the help of previous literature. We examined the impact of competency-based training & assessment on traditional teaching methodologies, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. We also incorporated behavior & psychological aspects of teachers as mediators in our modified conceptual model and examined the mediation between exogenous and endogenous variables. We have collected the data of 458 respondents using a modified structured questionnaire from public and private teachers of Sindh technical and vocational institutions online from different regions of Sindh, Pakistan. For the data analyses, we employed SEM-based multivariate techniques. The findings exhibit that the direct relationship between competency-based training & assessment (independent variable) has a significant and positive influence on traditional teaching methodologies, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. Similarly, the findings further concluded that behavior & psychological aspects are potent mediators between competency-based training & assessment and traditional teaching methodologies, teaching-learning abilities, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. Hence, the behavior & psychological aspects of teachers is a vital factor that accelerates the impact of competency-based training & assessment on the dependent variables. The outcomes of this research are imperative theoretical and practical implications, which may guide the direction of future researchers and policymakers of vocational training and education.en
dc.formattext
dc.identifier.doi10.15240/tul/001/2022-1-006
dc.identifier.eissn2336-5604
dc.identifier.issn1212-3609
dc.identifier.urihttps://dspace.tul.cz/handle/15240/163517
dc.language.isoen
dc.publisherTechnická Univerzita v Libercics
dc.publisherTechnical university of Liberec, Czech Republicen
dc.publisher.abbreviationTUL
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dc.relation.ispartofEkonomie a Managementcs
dc.relation.ispartofEconomics and Managementen
dc.relation.isrefereedtrue
dc.rightsCC BY-NC
dc.subjectcompetency-based training & assessmenten
dc.subjecttraditional teaching methodologiesen
dc.subjectpractical teaching strategiesen
dc.subjecttechnical knowledgeen
dc.subjectpedagogical & technical componentsen
dc.subjectbehavior & psychological aspectsen
dc.subject.classificationC12
dc.subject.classificationC42
dc.subject.classificationI21
dc.titleTHE COMPETENCY-BASED TRAINING & ASSESSMENT, AND IMPROVEMENT OF TECHNICAL COMPETENCIES AND CHANGES IN PEDAGOGICAL BEHAVIORen
dc.typeArticleen
local.accessopen
local.citation.epage112
local.citation.spage96
local.facultyFaculty of Economics
local.filenameEM_1_2022_6
local.fulltextyes
local.relation.abbreviationE+Mcs
local.relation.abbreviationE&Men
local.relation.issue1
local.relation.volume25
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