Evaluation of an Integrated Contextual Learning Model to Strengthen Professional and Reflective Competence of Future Vocational Education Teachers
DOI:
https://doi.org/10.16920/jeet/2026/v40is1/26146Keywords:
Contextual Learning, Interdisciplinary Learning, Professional Competence, Reflective Competence, Vocational Education.Abstract
This study evaluated an integrated contextual learning model for strengthening the professional and reflective competence of future vocational education teachers. The model integrated engineering-related instruction with foreign language learning to create interdisciplinary and professionally relevant learning experiences. A mixed-methods approach involving pedagogical modelling, experimental instruction, questionnaires, competence tests, observation, and statistical analysis was employed. Reflective competence was evaluated through motivational, cognitive, activity-based, and reflective components. The results showed that 54.1% of students in the experimental group achieved a high level of reflective competence, compared with 19.5% in the control group. The findings demonstrate that integrating technical, communicative, and reflective learning within contextual professional situations can support reflective thinking, professional self-regulation, and adaptive decision-making. The proposed model provides a practical framework for strengthening professional competence in vocational teacher education.
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