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Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2016

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Book Series: Schriftenreihe der Sektion Berufs- und Wirtschaftspädagogik der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) ISBN: 9783847404033 9783847405887 Year: Pages: 240 DOI: 10.3224/84740588 Language: German
Publisher: Verlag Barbara Budrich
Subject: Education
Added to DOAB on : 2019-03-22 11:21:04
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Abstract

What questions does vocational and business education research deal with? The current yearbook provides answers to these questions: it addresses questions about the organisation, conditions and structures of vocational education and training. It discusses approaches to the development of expertise, the structures of 'dual' or 'dualistic' vocational education and training and the consequences of the academicisation of vocational education and training. Further contributions focus on vocational teaching, learning and teaching research as well as questions of higher education and teacher training research, including the specificities of part-time degree programmes. Finally, the authors ask about the significance of continuing vocational training for companies and employees in the skilled trades and about approaches for assessing trainees in company practice. The yearbook concludes with an overview of historical vocational textbook research.

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ISBN: 9783034324434 Year: Pages: 342 DOI: 10.3726/978-3-653-06144-4 [2] Language: German
Publisher: Peter Lang International Academic Publishing Group Grant: Swiss National Science Foundation (SNSF) - OAPEN-CH - 170379
Added to DOAB on : 2016-11-26 11:01:10
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This cross section study shows that school-intern further teacher training does not contribute to the achievement of objectives in the area of school development in Swiss vocational schools as it is intended by educational politics. Furthermore, it reveals that the questioned teachers do not think that school-intern further teacher training and school development influence their occupational situation in terms of lessons, occupational abilities and workday at all. Also most of them do not want any support service to implement such contents in their lessons. In consideration of these facts the lastingness and efficiency of both concepts are higly doubtful. The reasons for this outcome are diverse as this study shows. At first most examined vocational schools do not have a systematical concept of school-intern further teacher training and do not arrange their school development activities according to their superior programme. Therefore a connection between the field of school-intern further teacher training and school developement is not seen by the teachers and most of the experts. Above that both fields are in the area of responsibility of the school administration and do not involve the teaching staff. The objectives and superior programme of school development as well as measures of completed school development projects are not passed on to the teaching staff. In sum one can say that the desired development projects do not reach the teaching staff. Which is why they do not achieve the necessary reliability in order to develop the lessons of the teachers in a continuous improvement process any further.

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Peter Lang International Academic Publishing Group (1)

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german (2)


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2016 (2)