TVET Trainers’ Understanding of Engaging Instruction: Enriching Training Experience
DOI:
https://doi.org/10.21015/vtess.v9i3.653Abstract
The purpose of this study is to explore TVET trainers’ understanding of engaging instruction through enriching training experiences. Participants’ engagement in the process of training is a challenging task since it requires them to engage trainees while dealing with diversity and different backgrounds effectively. The contemporary training practices and approaches in the TVET sector call for trainers’ attention towards maximising the participants’ engagement and learning by means of applying learner-centric instructional methodologies and processes. Competency-based training requires effective interaction between the trainer and participants. The role of feedback can not be undermined to achieve this task. This research study signifies the importance of effective TVET training by examining TVET professionals’ perspectives and their understanding of engaging instruction under three main themes: enriching training experience, trainer and participants’ interaction, and the expected role of TVET teachers. Purposive sampling was used to collect data from 21 TVET trainers who are professionally engaged in TVET institutes in Lahore, Pakistan. Semi-structured interviews were applied as a data collection strategy for collecting the lived experiences of TVET trainers. The analysis revealed that most trainers in the TVET sector believe that the training experience can be enriched provided there exists an effective interaction between the trainer and participants, and there is clarity on the expected role of teachers. Further suggestions and recommendations are proposed that are based on results.Downloads
Published
2021-09-30
How to Cite
Pirzada, G., Muhammad, Y., & Masood, S. (2021). TVET Trainers’ Understanding of Engaging Instruction: Enriching Training Experience. VFAST Transactions on Education and Social Sciences, 9(3), 37–47. https://doi.org/10.21015/vtess.v9i3.653
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