EVALUATING THE IMPACT OF PROFESSIONAL DEVELOPMENT ON TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) TEACHERS: A FOCUS ON ACTIVE LEARNING STRATEGIES

Abstract

This study explores the impact of professional development training on Technical and Vocational Education and Training (TVET) teachers, with a particular emphasis on the implementation of active learning strategies in Mongolia. Over the past two to three years, we have facilitated practical training sessions for over a thousand teachers across various educational institutions, aimed at enhancing their pedagogical skills and teaching effectiveness. Among these participants, 641 were TVET educators. To assess the overall satisfaction and effectiveness of this training, a comprehensive survey comprising 23 items was administered to participants. Preliminary data collection yielded responses from 78 teachers, representing 12 percent of the total educators who participated in this training. The participants ranged in age from 23 to 57 years, with a minimum teaching experience of 1 year and a maximum of 37 years. The findings indicated that 87.18% of the participants expressed satisfaction with the training and provided positive feedback regarding its impact on their teaching practices. The statistical reliability of the survey was measured at 0.965, indicating a high level of reliability for assessing the intended construct. However, a correlation coefficient of r = 0.524 suggests a moderate positive relationship, indicating that while the training has a noticeable impact on teachers' satisfaction and their use of active learning strategies, it may not be overwhelmingly significant. This suggests the potential need for additional survey items to further examine the factors influencing the use of active learning strategies.