Professional Development for Novice TVET Teachers: A Systematic Review

Abstract

This article addresses the escalating demand for skilled Technical and Vocational Education and Training (TVET) teachers by comprehensively investigating the professional development of novice educators in this field. The introduction underscores the pivotal role of novice TVET teachers in shaping the future of vocational education, emphasizing the imperative for their development in an ever-evolving educational landscape. The problem statement accentuates the challenges and gaps faced by these educators, underscoring the need for strategies to enhance their teaching skills in modern TVET settings. The study aims to assess accessible professional development opportunities for novice TVET teachers through a systematic literature review following PRISMA guidelines. Utilizing keywords like "professional development" and "novice TVET teachers," the review encompasses 32 primary sources from databases such as Scopus and Web of Science. The synthesis approach identifies three distinct themes: (1) Enhancing Professional Development, (2) Modern Context, and (3) Continuing Education. The analysis illuminates the intricate landscape of novice TVET teachers, revealing variations in self-efficacy and adaptability. Key components of professional development include skill enhancement, fostering professional identity, community support and mentorship. Professional development emerges as a critical factor in elevating the competencies and self-efficacy of individual including novice TVET teachers.