A CIPP-Based Conceptual Framework for Evaluating Educational Field Practice in Vocational High Schools: Career Readiness, Teacher Independence, and Quality Education
DOI:
10.29303/jppipa.v12i9.15589Published:
2026-09-30Downloads
Abstract
The transition of vocational education toward human-centred and technology-intensive work environments requires field-based teacher preparation that addresses both professional competence and career development. Educational Field Practice (PLP) provides authentic teaching experience, yet its evaluation is often oriented toward implementation and compliance rather than developmental outcomes. This conceptual study develops a CIPP-based framework for evaluating PLP in vocational high schools by refining the Product dimension to focus on career readiness and teacher independence. An integrative literature review was conducted using literature published primarily between 2021 and 2026 from Scopus, Web of Science, and Google Scholar, complemented by seminal evaluation literature. Relevant studies were thematically synthesized and mapped onto the Context, Input, Process, and Product dimensions. The resulting framework identifies contextual alignment, resource readiness, implementation quality, and developmental outcomes as interconnected evaluation domains. The Product dimension is conceptually specified through career readiness and teacher independence, while its indicators are presented as proposed dimensions for subsequent expert validation and empirical testing rather than as validated instruments. The framework offers a theoretical basis for future empirical evaluation of PLP and may inform quality-oriented teacher preparation without claiming direct macro-level effects on Industry 5.0 or the Sustainable Development Goals.
Keywords:
Career readiness CIPP model Educational field practice (PLP) Quality education Teacher independence TVETReferences
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