MBE 10203 Educational Psychology in TVET Introduction PDF

MBE 10203-EDUCATIONAL PSYCHOLOGY IN TVET Dr. Norkhairolizah Hamzah Introduction  PhD (Informatics) from the University of Sussex, England, UK  M.Ed (Educational Psychology) from IIUM  B.A (Hons) in Human Sciences (Psychology) from IIUM  Teacher & Program Coordinator (1...

MBE 10203-EDUCATIONAL PSYCHOLOGY IN TVET Dr. Norkhairolizah Hamzah Introduction  PhD (Informatics) from the University of Sussex, England, UK  M.Ed (Educational Psychology) from IIUM  B.A (Hons) in Human Sciences (Psychology) from IIUM  Teacher & Program Coordinator (1995/2001-2005)  Translator and R & D Exec. at TMS Software Sdn. Bhd. (2001)  UTHM tutor & lecturer (2006 – to date)  Founder of a Tahfiz School (in 2017) & Ruhulzikri Training & Consultancy (in 2021) Technical and Vocational Education & Training (TVE)  Definition:  “those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupation in various sectors of economic life”. (UNESCO (2016)  Learning outcomes:  “…practical skills, attitudes, understanding and knowledge relating to occupation in various sectors of economic life. …that are indispensable for meaningful participation in work and life.”  (UNESCO , 2016)  What do TVET graduates do? 4 PHYSICAL MATERIALS Plumbing Construction Electrical Management Installation Civil Engineering Hairdressing Graphics Arts & Graphics Sports science Design Information Performing Arts Technology PEOPLE Aromatheraphy Computer SYMBOLS Games Childcare Counselling Marketing Journalism Accountancy Figure 1 Medium of work expressions (Lucas, 2012, p. 3)  How are occupational/employability 5 skills acquired? INFORMAL FORMAL (everyday activities (Cooking lessons as e.g. cooking learned part of a school OCCUPATIONAL from watching and curriculum) & LIVING participating in family Skills/Knowledge activities) /Attitude NONFORMAL/ TVET (organized learning system events / less structured e.g. cookery class organized by clubs) Teachers play an important role Teaching and Learning  Teaching (you will do in the future) refers to activities taken to effect someone’s cognitive state, attitudinal state and motor skills state  To teach is to make an assumption about what and how the student learns; therefore, to teach well implies learning about students' learning" (Ramsden, 1992).  Learning (what you do now & what your future students do) refers to purposeful activities to change cognitive, attitudinal or motor skills, it involves:-  Active engagement with information  Both individual activity and collective work  Knowledge gained from Educational Psychology and Pedagogy is essential to implement effective teaching and learning Educational Psychology  Teaching and Learning Plan (RPP) Selection of content Focused promote planning & for Teacher implementation Design of instruction Effective Align T&L Teaching RPP guides activities and and assessment learning Reading scope (and material)s Purposeful promote learning for Students Expected efforts learning Seeking information outcomes Self-evaluation Planning RPP MBE 10203 Psychology in TVET Objectives Assessments  To use the appropriate  Quiz: 10%; CLO1 -Week 5 psychological approach in lesson  Group presentation: The Making of planning (PLO-1, C5) a Teacher: 15%; CLO2 –Week 3  To adapt the theories into  Group Assignment 1 (5 Reflections) students' daily lives as Master :10%; CLO3 - Week 1, Week…(any 5 students through discussion, week).. – submission Week 13 academic writing and ICT  Group Assignment 2 (Lesson Plan): applications (PLO-5, P6) 15%; CLO1 - Week 14  To put the theories on  Group Assignment 3 (I/O educational psychology into Psychology) : 10%; CLO2 –Week 14 teaching practice (PLO-7-A5)  Examination : 30%; CLO1  KOLB Cycle of Learning Learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it Purposeful/productive readings  Identify questions before reading. For example, if the topic is on role of a teacher, these questions may be asked:-  Who is a teacher?  What are the differences and similarities between ustazah/ustaz, lecturer, mother and mother?)  What is the role of a teacher in school, in society etc?  What are teaching ethics?  What is the relationship between a teacher and the community at large?  Why do we need techers?  Who can become teachers?  Where do teachers work?  When do teachers teach?  How can a person become a teacher?  Use the what, who, why, when, where and how question) Purposeful/productive readings…  Search from answers from reliable documents  Record the answers to these questions.  Can use a table for tabulating answers and questions  Construct a concept map as a summary  Construct a table for comparison Assess the quality of your purposeful readings by…  Explaining to your friends what you learn from your readings  Present your mind map to your peers  Request your peers feedback  Do self-reflection Thank you Q& A