Logical Model of Systemic Analysis of the Quality of Vocational Teacher Training

Abstract

The article presents a logical model of system analysis of the quality of vocational teacher training, developed taking into account current challenges in the field of vocational education and the need to improve the effectiveness of future specialists’ training.

The implementation of system analysis of quality in vocational teacher training is a relevant step that allows for the systematization and optimization of interaction among all participants in the educational process. Such analysis involves the extensive use of digital technologies and methods of educational data mining (EDM), which contribute to adapting teacher training to modern requirements. The realization of the systemic approach involves the sequential development of quality education models at the conceptual, logical, and physical levels.

The objective of the study is to analyze modern scientific and methodological approaches to the system analysis of the quality of vocational teacher training and to develop a structural-functional scheme of the logical model of quality system analysis, taking into account digital technologies and methods of educational data mining. In other words, the study implements the second stage of building a quality system analysis model at the logical level.

The model is built on the basis of the concepts defined within the previously developed conceptual model, which are used as components of the logical model. The developed model is structured by levels and blocks. The logical model includes the levels of learners, academic disciplines, and educational programs, each of which contains blocks of monitoring, analysis, adjustment, and results. Taking into account the specifics of each level of the logical model, its blocks have been detailed and supplemented with new components. The structural-functional interconnections of the model have also been specified.

The actors of the logical model of system analysis of the quality of vocational teacher training are represented by external and internal agents, including the administration of the institution of higher education (HEI), the guarantor of the educational program (EP), stakeholders, teachers, and learners. All these actors interact with the blocks and components of the logical model, influencing the processes of monitoring, analysis, adjustment, and evaluation of the outcomes of the educational process.

The developed logical model of system analysis of the quality of vocational teacher training provides a comprehensive representation of the structure of the educational process, the establishment of cause-and-effect relationships between its components, and the formation of adaptive management mechanisms. Its implementation creates conditions for a well-founded assessment of the quality of learner training, supports effective decision-making, and contributes to the improvement of educational programs in the context of digital transformation.