ULASAN NARATIF BERSTRUKTUR: KOMPETENSI PENTING UNTUK GURU TVET YANG BERKESAN
DOI:
https://doi.org/10.35631/IJMOE.831021Keywords:
Guru (Teachers), Kompetensi (Competencies), Pembangunan Profesional (Professional Development), Pendidikan dan Latihan Teknikal dan Vokasional (Technical and Vocational Education and Training), TVETAbstract
Ulasan naratif berstruktur ini bertujuan meneroka kompetensi penting yang diperlukan oleh guru untuk melaksanakan Pendidikan dan Latihan Teknikal dan Vokasional (TVET) dengan berkesan. Carian literatur telah dilaksanakan menerusi Web of Science, Google Scholar dan Scopus dari tahun 2016 sehingga tahun 2026. Daripada keseluruhan 69 artikel yang dikenal pasti, hanya 29 artikel dipilih setelah melalui proses saringan berdasarkan kriteria inklusi yang telah ditetapkan. Hasil sintesis telah mengenal pasti lima domain kompetensi guru TVET yang dapat memenuhi keperluan industri moden. Kompetensi yang paling dominan adalah kompetensi pedagogi, diikuti oleh kompetensi teknikal, kompetensi teknologi digital, kompetensi profesional dan seterusnya kompetensi interpersonal. Beberapa cabaran dikenal pasti dalam pendidikan TVET termasuklah rangka kerja kompetensi yang tidak konsisten, kerjasama industri-pendidikan yang terhad, kesediaan teknologi digital yang tidak mencukupi dan ketidakseimbangan akses kepada latihan profesional. Hasil kajian menunjukkan kepentingan pembangunan profesional berterusan dan reka bentuk kurikulum berasaskan kompetensi dalam meningkatkan keberkesanan pendidikan TVET. Dapatan ini mengimplikasikan keperluan untuk membangunkan kerangka kompetensi guru TVET dan kerjasama industri-pendidikan yang berterusan, serta penyepaduan teknologi digital dalam memperkukuh keberkesanan guru TVET. Kajian masa hadapan sewajarnya memberi tumpuan kepada pembangunan model kompetensi piawai, penilaian program pembangunan profesional, serta pengaplikasian teknologi terkini seperti kecerdasan buatan dan sistem pembelajaran digital dalam pendidikan TVET bagi jangka panjang.
This structured narrative review aims to explore the essential competencies required by teachers to effectively deliver Technical and Vocational Education and Training (TVET). A literature search was conducted through Web of Science, Scopus and Google Scholar covering the years 2016 to 2026. A total of 69 articles were initially identified, but only 29 articles met the predetermined inclusion criteria following the screening process. The synthesis results identified five TVET teacher competency domains that can meet the needs of modern industry. The most dominant competency is pedagogical competency, followed by technical competency, digital technology competency, professional competency and then interpersonal competency. Several challenges were identified in TVET education including inconsistent competency frameworks, limited industry-education collaboration, insufficient digital technology readiness and uneven access to professional training. The results of the study indicate the importance of continuous professional development and competency-based curriculum design in improving the effectiveness of TVET education. These findings imply the need to develop a TVET teacher competency framework and continuous industry-education collaboration, as well as the integration of digital technology in strengthening the effectiveness of TVET teachers. Future studies should focus on the development of standard competency models, evaluation of professional development programs, and the application of the latest technologies such as artificial intelligence and digital learning systems in TVET education in the long term.
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