Concept of Teaching Method in Technical and Vocational Education and Training
The teaching method in Technical and Vocational Education and Training (TVET) can be defined as the instructional process or procedures utilized by teachers in imparting knowledge, values, and competencies to the learner.
Similarly, teaching methods refer to specific instructional processes adopted by the classroom teacher in imparting skills, knowledge, and attitudes to the learner as well as guiding the learners on the attainment of learning objectives.
The teaching method occurs in steps, and these steps make one teaching method different from another method. Every teaching method used in the classroom has its peculiar uniqueness, and no teaching method is the same as another.
It should be noted by the TVET teacher, that teaching methods are not static but are manipulated at varying degrees to accomplish general and specific objectives of a lesson.
The importance of teaching methods in Technical and Vocational Education and Training (TVET) cannot be overemphasized in the impartation of knowledge and the type of teaching methods adopted influence students’ level of assimilation of the content taught.
The qualities and the effectiveness of the teaching method in Technical and Vocational Education and Training (TVET) adopted will determine the qualities of knowledge and skills acquired by the students.
Technical and Vocational Education and Training (TVET) is a practical-oriented course geared toward the attainment of real workplace experiences, so the teacher can use various teaching methods to achieve stated objectives.
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Criteria for the Selection of Teaching Methods in Technical and Vocational Education and Training (TVET).
Technical and Vocational Education and Training (TVET) has been widely acknowledged as one of the most important sources of skill, knowledge, and attitude for workforce experience.
The actualization of learning experience in Technical and Vocational Education and Training (TVET) for economic development is promised on the type of instructional methods used for the delivery of contents and topics.
The acquisition of knowledge and skills needed for the growth of workplace productivity, and profitability as well as for national productivity and wealth creation in the classroom is influenced by the types of teaching methods in Technical and Vocational Education and Training (TVET) adopted by the teacher for effective teaching and learning.
Some of the factors that could influence the choice of teaching methods in teaching in Technical and Vocational Education and Training (TVET) as stated by the National Open University of Nigeria are:
The Instructional Materials Available to the Teacher
The Instructional Materials Available to the Teacher determine the choice of teaching methods to be used.
The utilization of instructional materials in Technical and Vocational Education and Training (TVET) is very important in the delivery of content in the classroom.
If the instructional materials that are supposed to be used for the teaching of a particular topic are not available, the teacher will have to change that particular method.
For example, if a TVET teacher wants to embark on the teaching of network installation on a mobile phone through demonstration methods and the equipment to be used is not available, the TVET teacher will have to choose another method in place of the demonstration earlier considered to be used.
Teacher’s Ability and Knowledge of the Teaching Method
The teachers’ general knowledge of teaching methods is another criterion for the selection of teaching methods in Technical and Vocational Education and Training (TVET).
If a TVET teacher does not have adequate knowledge of a teaching method, he will avoid using that particular teaching method.
Some teaching methods in TVET are more complicated than others, so the Teacher’s inward ability to use some teaching methods will determine his choice of those methods.
The Objectives of the Lesson or Topic
How a teacher frame or states the instructional objectives of the lesson determine the methods to be used in delivering the lesson.
objectives in technical and vocational education and training (TVET) are usually stated in a manner that the three domains of objectives are replicated in the lesson.
Lessons or topics in TVET are skills acquisition topics and objectives are tailored in that manner. Objectives that involve a higher cognitive domain such as analyses, differentiation, application, and so on are practical-based so the TVET teacher should demonstrate experimental methods as the case may be.
The Attitude of the Students
The student’s attitude to a particular Technical and Vocational Education and Training (TVET) subject influences the teachers’ teaching methods.
If the students have poor attitudes or responses, to a particular subject or lesson, the teacher should consider using methods that will arouse and sustain their interest in the classroom.
The Time for The Subject
The time allocated for the teaching of a particular subject influences the teacher’s choice of teaching methods.
During practical classes in Technical and Vocational Education and Training (TVET) subjects, the teacher usually has more than one period in the school timetable while one period is allocated for teaching contents or topics other than practical lessons.
More so the methods adopted for teaching in each of these periods will be different from each other.
The Learners’ Activities in the Lesson
Practical classes have more learner activities than non-practical classes, therefore the choice of the teaching methods to be used in practical classes is quite different from those of non-practical classes.
The Learners’ activities in the lesson should be considered before selecting teaching methods in Technical and Vocational Education and Training (TVET).
The Students’ Ability
There are different categories of learners in the classroom with special abilities.
These abilities possessed by the students also determine the choice of teaching methods in Technical and Vocational Education and Training (TVET).
The TVET teacher cannot separate these students while teaching, but the methods selected should be inclusive to carry all the students along in the teaching.
The Population/Size of The Students
The total number of students in the class determines the teacher’s choice of teaching methods.
The types of instructional methods for small class sizes differ from those for large class sizes.
The lecture teaching method is usually preferable for a large class size while the discussion method is good for a small class size.
The Feeling / Mode Class Teacher
The Mode or feeling of a well-motivated teacher will be different from the mode of a poorly motivated teacher.
The teacher mode or feeling is a criterion to be considered in the teaching method in Technical and Vocational Education and Training (TVET).
The Learning Environment
The student’s learning environment is another criterion for the selection of teaching methods in Technical and Vocational Education and Training (TVET).
The cultural context, the classroom, and the home where the students come from form the bulk of the learning environments. The teaching methods for teaching nomadic students are different from conventional students.
In Conclusion
The selection of teaching methods that will be suitable for the teaching of Technical and Vocational Education and Training (TVET) may not be suitable for the teaching of other subjects, because Technical and Vocational Education and Training (TVET) is a skill acquisition subject that involves learning by doing.
Some of the methods are the Population/Size of The Students, the instructional materials available to the teacher, and the student’s ability.