CONCEPTUAL MODEL OF SYSTEM ANALYSIS OF THE QUALITY OF VOCATIONAL TEACHER TRAINING
The article presents a conceptual model of system analysis of the quality of vocational teacher training, which is developed taking into account current challenges in vocational education and the need to increase the efficiency of pedagogical staff training. The purpose of the article is to devel...
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| Main Author: | |
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| Format: | Article |
| Language: | deu |
| Published: |
Alfred Nobel University
2025-06-01
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| Series: | Alfred Nobel University Journal of Pedagogy and Psychology |
| Subjects: | |
| Online Access: | https://pedpsy.duan.edu.ua/images/PDF/2025/1/13.pdf |
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| Summary: | The article presents a conceptual model of system analysis of the quality of vocational teacher
training, which is developed taking into account current challenges in vocational education and the need to
increase the efficiency of pedagogical staff training.
The purpose of the article is to develop a conceptual model of system analysis of the quality of
vocational teacher training, which makes it possible to identify, structure, and represent cause-and-effect
relationships between key components of the educational process to increase its effectiveness. Special
attention is paid to the integration of digital technologies and methods of educational data mining into
the modelling process. The model is intended to provide scientifically grounded management of education
quality through the construction of an effective structure of concepts (input, intermediate, and output
parameters), their interaction, and influence on competencies and the results of theoretical and practical
training of future teachers.
Theoretical methods were used in the article to analyse scientific works, as well as empirical methods,
in particular a pedagogical experiment aimed at implementing models and technologies of system analysis
of the quality of vocational teacher training.
A conceptual model of system analysis has been developed, which makes it possible to take into
account the educational system’s input, intermediate, and output concepts, reflecting their interconnections
and dependencies. It has been established that the quality of vocational teacher training largely depends
on the following concepts: educational achievements, learning styles of higher education students,
employers’ requirements, educational data mining, level of requirements for educational achievements,
digital technologies, cost of education, methodological approaches, STEM projects, motivation of higher
education students, material and technical support, competencies, effectiveness of theoretical training, and
effectiveness of practical training. It has been determined that a holistic understanding of the interconnections
between these concepts contributes to substantiated decision-making regarding the improvement of future
teacher training. The model makes it possible to identify weak points in the educational process, formulate
scientifically grounded recommendations, and implement effective management mechanisms.
It has been proved that the developed conceptual model of system analysis of the quality of vocational
teacher training makes it possible to comprehensively cover all key components of the educational process,
establish cause-and-effect relationships between them, and determine ways to improve its effectiveness.
The application of a system-based approach allows not only objectively assessing the quality of higher
education students’ training but also formulating scientifically grounded managerial decisions regarding
its improvement.
As a result of the conducted research, it has been established that the application of system analysis
of the quality of vocational teacher training is an effective means of identifying, structuring, and optimising
the key factors that influence the quality of the educational process. A conceptual model of system analysis
has been developed, which makes it possible to take into account input, intermediate, and output concepts
of the educational system, reflecting their interconnections and dependencies. Special attention is paid
to the analysis of students’ educational achievements, learning styles, employers’ requirements, digital
technologies, methods of educational data mining, as well as resource provision and implementation of
STEM projects. It has been determined that a holistic understanding of the interconnections between
these concepts contributes to substantiated decision-making regarding the improvement of future teacher
training. It has been concluded that the developed model makes it possible to identify weak points in the
educational process, formulate scientifically grounded recommendations, and implement effective
management mechanisms. Thus, system analysis serves not only as a research method but also as a tool
for strategic planning and improving the quality of vocational education. |
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| ISSN: | 3041-2196 3041-220X |