MEDIA COMPETENCE IN VOCATIONAL EDUCATION: A TRI-COMPONENT FRAMEWORK FOR PROFESSIONAL DEVELOPMENT OF TECHNICAL SUBJECT TEACHERS
Keywords:
Media competence, vocational education, digital literacy, technical teacher professional development, andragogy, competency framework.Abstract
The rapid digitalization of vocational education necessitates a systematic approach to developing media competence among technical subject teachers. This article presents a comprehensive tri-component framework specifically designed for vocational education instructors, particularly those teaching specialized technical subjects such as mechanical engineering. Drawing on current research in digital competence, media literacy, and adult learning theory, this framework conceptualizes media competence through three interconnected components: value-motivational, cognitive, and practical. These components are operationalized through four core skills: information searching, critical analysis, media content creation, and critical thinking. The framework employs a criterion-indicator-tool methodology for measurable assessment, addressing the unique challenges faced by vocational educators in evaluating source reliability, managing misinformation, verifying technical information, and creating appropriate instructional media. This research contributes to the growing body of literature on teacher digital competence by providing a theoretically grounded, practically applicable model that acknowledges the distinctive pedagogical context of vocational education and the principles of adult learning theory (andragogy).
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