Fundamental Elements for Self-Initiated Professional Development among TVET Teachers: A Literature Review

Abstract

Technical and Vocational Education and Training (TVET) plays an important role in developing skilled workers to meet economic demands, contributing directly to human capital by equipping individuals with productive and adaptive skills. This study aims to discuss the elements required to produce a Self-Initiated Professional Development framework for TVET teachers in technical secondary schools and vocational colleges. This methodology involves extracting elements from the Scopus and Google Scholar databases, based on previous research papers, articles and e-books. The results show that school administrators, collaborative environment, autonomy, positive attitude, understanding, willingness, and problem-solving skills are key elements for effective Self-Initiated Professional Development. The conclusion emphasizes that Self-Initiated Professional Development enables teachers to take control of their learning, encouraging self-reflection and continuous growth. Recommendations include empowering Self-Initiated Professional Development to support the Malaysian Ministry of Education's professional development initiatives, ensuring TVET teachers remain competitive and ready for the workforce. This framework is essential to address today's educational challenges and improve TVET teachers’ competence with technology and collaboration.