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Context: This study investigates the perspective of vocational educators on the possibility of adopting augmented reality (AR) and hypervideo (HV) technologies to support their teaching practice. Vocational education and training (VET) is particularly concerned with the learning of resources (knowledge, skills and attitudes) that are immediately transposable into conduct and procedures in the workplace. AR and HV can provide means to answer this requirement, but both technological solutions are still not so diffused in VET. The purpose of this study is to inquire into the perception of educators on the main advantages and disadvantages of using AR and HV to support teaching-and-learning. Methods: A semi-structured interview protocol has been proposed to 73 teachers, intercompany trainers and in-company trainers in 10 professions (at least two per category within each profession). The interview was organized in two main steps: A need analysis, in which the most important and difficult operative skills are identified for the interviewee's profession; and a discussion of advantages and disadvantages of AR and HV. Content analysis was applied to the interview transcriptions. Results: The results show that the main advantages reported in the literature for the two technologies – such as the ability to switch between 2D and 3D and carry out simulations – are also found in the VET context by educators. For HV the main technical advantages (such as the use of active points, and non-linear navigation of video content) were autonomously recognised, while the potential of the instrument to support reflection has not been clearly identified. Conclusions: AR and HV are considered as tools able to support apprentices' procedural learning especially with regard to the operational skills which were judged by the educators to be most relevant for VET.

Der vorliegende Beitrag beschreibt die theoriegeleitete Entwicklung und psychometrische Überprüfung eines Schülerfragebogens zur Erfassung von Unterrichtsqualität, der vorrangig als formatives Evaluationsinstrument in der schulischen Praxis eingesetzt werden soll. Grundlage des Schülerfragebogens stellt ein theoretisch begründetes Modell von Unterrichtsqualität dar, welches die drei Anforderungsbereiche Unterstützung des Wissenserwerbs, Motivierung und Klassenmanagement sowie die querliegende Dimension Individualisierung umfasst. Der Fragebogen wurde an einer Stichprobe von Schüler:innen an Berufsschulen eingesetzt. Am ersten Messzeitpunkt wurde eine vorläufige Version des Schülerfragebogens verwendet. Basierend auf den Ergebnissen wurde der Schülerfragebogen optimiert und an einem zweiten Messzeitpunkt überprüft. Konfirmatorische Faktorenanalysen belegen eine gute Passung zwischen empirischen Daten und theoretischem Modell. Die Skalen sind empirisch klar voneinander trennbar, mit der Ausnahme einer relativ hohen Faktorkorrelation auf Klassenebene. Auch die Reliabilitäten der Skalen erweisen sich mit einer Ausnahme als gut bis sehr gut. Die Ergebnisse sprechen dafür, dass Lehrkräfte mithilfe des Schülerfragebogens konkrete Ansatzpunkte für die Weiterentwicklung ihres Unterrichts ermitteln können. (DIPF/Orig.), This article describes the theory-driven development and psychometric evaluation of a student questionnaire for the assessment of teaching quality. The student questionnaire is supposed to be used in the context of formative evaluation within schools. It is based on a model of teaching quality that comprises the domains supporting knowledge acquisition, motivating, and classroom management as well as the lateral dimension individualization. The questionnaire was used on a sample of students in vocational schools. At the first measurement time point, a preliminary version of the student questionnaire was applied. Based on the results, the questionnaire was revised and tested at a second measurement time point. Confirmatory factor analyses yielded a good fit between empirical data and theoretical model. All scales are empirically distinguishable from each other with the exception of one relatively high factor correlation on the class level. Further, reliabilities of the scales are good to very good with one exception. The results suggest that teachers can use the student questionnaire for identifying leverage points for improving their teaching. (DIPF/Orig.)

International journal for research in vocational education and training 9 (2022) 2, S. 167-194, Context: Covid-19 poses major challenges for vocational education and training (VET), as VET—in contrast to general education—is closely linked to the economic system and cannot escape the impact of current economic restrictions. Additionally, strict infection control regulations, as well as temporary school and company closures, inhibit the teaching of practical skills at the workplace. Rapid action by the responsible actors is essential to ensure that VET can take place even under these difficult conditions. It can be assumed that both the complex decision-making processes and the multiplicity of actors involved in collective training systems complicate or delay the reaction to this exogenous shock. Using the example of the German dual training system, this explorative article aims to examine the ability of collective training systems to deal with the challenges posed by the pandemic. Methods: Based on a document analysis, various publications (e.g., press releases, reports) by central actors of the German dual system were reviewed, which provided information about the provision of training activities as well as the measures taken or required to counteract the pandemic-related consequences for dual apprenticeships. This corpus of literature was expanded by scientific studies and publications from national or international institutions related to VET. Following a governance-analytical and actor-centred perspective, the documents were analysed with regard to the indications they provide about the realised coordination of action between the actors, the realised processes and outcomes, as well as the levels affected within the VET system. Findings: The way of dealing with the crisis demonstrates that the German dual system is influenced by the actions of various actors at multiple levels. Actors who are involved in the decision-making processes share common interests, resulting in a strategically bound cooperation among them. However, influence or power from bottom-up seems to be rather limited, as not all of the actors considered in this study are included in essential governance processes. Despite the comprehensive reactions to the pandemic, problems and optimisation needs are also apparent, e.g. with regard to vocational orientation or the support of vocational schools. Conclusion: Despite its complexity, the dual system as a collective training model is capable of acting and adapting to face the challenges posed by the pandemic. This may also be due to the historically entrenched corporatist structures within the dual system: Even in times of crisis, the trust in this historically evolved institutional framework leads to a high degree of accountability and cooperation among the decisive actors. (DIPF/Orig.)

Context: In Germany, vocational education and training (VET) plays a key role in the transition from school to working life. Due to its proximity to the labour market and an increasingly digitised, connected world, the professional knowledge requirements of VET teachers are changing and an adjustment of competence frameworks for vocational teachers is needed. Approach: Since its introduction, the TPACK (Technological Pedagogical And Content Knowledge) framework of Shulman and Mishra and Koehler has been repeatedly used in the international research discourse as a framework for capturing teachers' professional knowledge. Given the infrequent reference to TPACK in the field of vocational education and training (VET), this theoretical article aims to adapt the TPACK framework for VET teachers. A literature review revealed the importance of developing an adapted TPACK framework that takes into account the peculiarities of the German vocational school system as well as the non technical personal service sector. Based on this research gap, an appropriately adapted TPACK framework was developed. The focus of this article lies on VET of nutritional science and home economics. Findings: After considering and analysing the requirements of the VET system in Germany in the context of digitalisation, it is suggested to adapt and enlarge the existing TPACK framework, thus creating an N-TPACK framework, taking into account "Networking and Collaborative Knowledge (NK)" as an aspect of essential VET teachers' professional knowledge. Conclusion: The present theoretical article considers the research desideratum of extending the TPACK framework by developing a theoretical N-TPACK framework as well as examining and discussing the various knowledge areas. Building on this theoretical article, a survey of the current status quo of these professional knowledge areas among (prospective) VET teachers in the subject area of nutrition and home economics is necessary, in order to provide orientation and to be able to derive recommended actions for an up-to-date and forward looking teacher education and training. (DIPF/Orig.)

Bad Heilbrunn : Verlag Julius Klinkhardt 2023, 334 S. - (Lernen und Studieren in Lernwerkstätten), Kernelement in Lernwerkstätten und Hochschullernwerkstätten sind die Interaktions- bzw. Kommunikationsprozesse zwischen Lehrenden und Lernenden. Ziel dieses Bandes ist deshalb die Aufarbeitung der facettenreichen „Interaktionen und Kommunikationen in Hochschullernwerkstätten” aus theoretischer Perspektive und mit praktischen Einblicken. Die vielfältigen Beiträge beleuchten, wie verschiedene Zielgruppen und verschiedene Akteur*innen ihre Interaktionen und Kommunikationen in Hochschullernwerkstätten (un)bewusst ausgestalten und sich gegenseitig beeinflussen. Für eine Ausschärfung spezifischer Interaktionsmuster ist dabei u. E. insbesondere eine Ausdifferenzierung der verschiedenen Rollen und Rollenfunktionen notwendig, die Akteur*innen in der Hochschullernwerkstatt einnehmen und auch wechseln können. (DIPF/Orig.)

Die Autorinnen fokussieren die Gestaltung von Unterrichtsaufgaben für die Berufliche Bildung als wesentlichen Bestandteil von Lehr-Lern-Interaktionen und insbesondere der Unterrichtsplanungskompetenz von Lehrkräften. Mittels inhaltsanalytisch ausgewerteter Studierendeninterviews stellt der Beitrag dar, wie Kooperationslabore (Ko-Labs) zur Förderung der Aufgabengestaltungskompetenz beitragen können. Als Kernelemente der Ko-Labs erweisen sich dabei (1) das multiprofessionelle Team aus Erziehungswissenschaft, Fachdidaktik und Fachwissenschaft sowie Vertreter*innen der betrieblichen Praxis, (2) der betriebliche Praxisbezug und (3) der Transfer aus der Arbeits- und Lebenswelt der Berufsschüler*innen in die zu gestaltenden Unterrichtsaufgaben. (DIPF/Orig.)

Context: Dealing with professional complexity has been of scientific interest in the research field of vocational education and training for decades. So far, there is a lack of empirical evidence regarding how professional complexity finds its way into learning processes in VET. A common option is to model complexity through authentic simulations and/or problem-solving tasks. This study does both: Complex problem-solving tasks are integrated into an authentic office simulation and are expanded to include collaborative elements, using computer-based agents. Collaboration is used to improve learning, but it is also an authentic representation of current work processes, so we ask whether apprentices perform better in the individual or in the collaborative test setting. Methods: To compare skills used for complex problem-solving tasks within an authentic business simulation, the test settings are systematically varied between individual and collaborative test settings. The test environment is a technology-based assessment (TBA). Test tasks reflect a complex professional problem; they are presented in an office simulation, in which apprentices can collaborate with a computer-based agent. Multi-group confirmatory factor analysis is conducted to test for measurement invariance across test settings, and the two-dimensional Rasch-model incorporating between-item multidimensionality with correlated dimensions is used for ability estimation. We also conduct ANOVA tests to determine if there is a statistically significant difference regarding the problem-solving ability between the individual and collaborative test settings. Findings: The study provides various findings: First, collaboration helps apprentices to deal with complexity. Second, to solve complex problem-solving tasks, two bundles of skills are activated: Cognitive and social skills. The two-dimensional construct of skills with correlated dimensions showed better fit than the unidimensional construct. The scalar measurement invariance was established after excluding three items. ANOVA tests confirmed that the collaborative setting enhances the problem-solving ability of learners significantly regarding both, cognitive skills and social skills, with cognitive skills being fostered more. Conclusion: The findings suggest the validation of the two-dimensional construct with cognitive and social skills in economic domains. The results show the effectiveness of collaboration with a computer-based agent. In the practice of vocational training and education, teachers can use digitalized collaborative approaches to enhance learning.

Context: Participation in Continuing Professional Development (CPD) supports the development of vocational teacher competencies. However, it is often not clear what learning methods vocational teachers use in their CPD. This study therefore investigated the CPD practices of vocational teachers in Kenya, with a specific focus on the formal and informal learning methods used. Approach: The study used a questionnaire survey to collect data from TVET teachers randomly drawn from six Technical and Vocational Colleges in Kenya's Nairobi Metropolitan Area. Descriptive and inferential analysis of the data was used to determine how frequently different learning methods are used and to identify associations between CPD practices and teacher characteristics.Findings: TVET teachers in Kenya were found to use different learning methods depending on the availability of the learning methods and the learning goals teachers have. Formal academic learning and discussions with colleagues are frequently used while collaborative learning methods and practice-based learning activities are less frequently used. Rarely used are written reflections about practice and its outcomes. Despite viewing Lecturer Industrial Attachment (LIA) as important and therefore wishing to attend LIA, more than a third of the participants indicated that they had never attended LIA. The use of professional literature is restricted to text books with limited use of primary and secondary literature. CPD activities such as mentoring, supervising other teachers, and school visits were found to form a unique category of CPD activities that is more frequently used by teachers with administrative responsibilities. Conclusion: The limited use of active learning methods that involve critical evaluation of practices and their outcomes risks limiting the ability of vocational teachers in Kenya to transform and adopt better practices. It is recommended that vocational teachers in Kenya are encouraged to adopt a broad conception of teacher CPD that embraces collaborative, reflective, and practice-based learning.

Context: In this scoping review, we examine the knowledge base concerning positive mental health studies for students in vocational education and training (VET). The VET student population embraces approximately 30-52% of secondary school students in the Nordic countries, and 40% of the global student population. The risk of early school leaving (ESL) is substantially higher in VET than in general education and mental health may be a relevant factor in this matter. Yet, an overview of mental health studies in VET is lacking and therefore, this article aims to map empirical research studies that have explored positive mental health in VET students. The positive mental health framework, with its origin in Antonovsky's (2002) salutogenesis and positive psychology, focuses on factors that promote mental health and wellbeing rather than taking on a pathological perspective. Methods: For our scoping review, we searched four databases, and 19 articles were found eligible for inclusion. These articles were systematically screened by means of a coding scheme to identify the following information: Country of origin of the study, its aim, research design, measures, conceptualization of mental health, and main findings. Results: The evidence suggests that positive mental health is understood as a multifaceted concept, and wellbeing is the dimension that is explored most often, followed by resilience and quality of life. The majority of the included studies used a validated questionnaire to assess various aspects of positive mental health, and most of them sought to explore correlations between different dimensions of positive mental health. Main findings of the studies suggest that a supportive school environment, physical activity, and a strong vocational identity may contribute to positive mental health for students in VET. Furthermore, correlations have also been identified between environmental factors and positive mental health. Finally, findings from the review illustrate how even small-scale interventions may have far-reaching effects, due to the interrelatedness of the different dimensions within the positive mental health construct. Conclusion: Findings from this review illustrate that numerous factors may affect the wellbeing of students in VET. In particular, a strong vocational identity, a supportive school environment, and physical activity may contribute to positive mental health. These findings suggest that VET teachers may promote the wellbeing of their students by providing a supportive psychosocial learning environment at school. (DIPF/Orig.)

Context: Vocational education and training (VET) has become a key issue in today's highly dynamic business, technological and economic environment, with a complex diversity of systems within the European Union. This paper aims to study the implementation of dual VET in Spain, focusing on the working conditions of company tutors in the tourism sector of Andalusia and the Canary Islands.Approach: Dual VET has been implemented in different ways, both between the different autonomous regions and professional areas since it was launched in 2012. In order to analyse these differences, interviews with teachers, head teachers, students and company tutors were carried out, between 2020 and 2021, in centres that had implemented dual vocational education training and centres that had not. The educational programme in dual VET implies a closer collaboration between schools and companies, as both are active training areas; the training objectives are shared between the school and the company. In this study, the company tutor is studied in his or her facet as trainer and assessor; but special emphasis is placed on the characteristics of the tourism sector, given its relevance in understanding the educational processes involved. Three dimensions underpin the analysis: the characteristics of the company tutor, the training and assessment processes implemented and the link that both maintain with the dynamics of tourism companies.Findings: In general terms, the initial assumptions put forward are confirmed. Firstly, the educational centre leads the process, taking the initiative yet without having the conditions of governance and negotiation typical of the Germanic countries from which these vocational education training systems originate. Secondly, the main characteristics of the company tutor are heterogeneity and informality. Thirdly, the contents and methodology are conditioned by the characteristics of the tourism sector. And finally, assessment also follows informal and changing procedures, generating tensions between the educational centre and company.Conclusions: These results give rise to some theoretical reflections. If the education system is an institution based on the principle of equality, it is worth asking to what extent dual VET can alter this principle, as the company adapts some of the contents and learning outcomes to its specific needs. In addition, an important differentiating factor that marks the learning dynamics has been detected: the size of the company. The difference in size may also influence the future prospects of trainees joining the workforce after completion of VET studies.

International journal for research in vocational education and training 9 (2022) 2, S. 146-166, Context: This research was conducted in the context of Finnish vocational education and training (VET) teacher training. The teacher training was work-based, meaning that each teacher trainee was already working as an unqualified VET teacher. Workplaces were comprehensively utilised as the learning environment, with teacher training support also being provided in the form of contact days, webinars, and online learning activities. Approach: We aimed to explore the main components of information and communications technology (ICT) competencies among vocational teacher trainees within work-based training and also to reveal the supportive and challenging factors related to developing ICT competencies within the training. Overall, 44 vocational teacher trainees participated in our study. The data were analysed via qualitative content analysis. Findings: Six main ICT competence components were identified during the work-based training: (1) The use and creation of digital learning materials, (2) the planning and use of digital learning environments, (3) synchronous digitally enhanced teaching, (4) general ICT competencies, (5) digital interaction, and (6) digital assessment. The development of teachers' ICT competencies was supported by their own active use of ICT and by experimenting with the ICT software and ideas presented by the teacher training staff. Challenging factors in ICT development included the continuous feeling of haste and the lack of time in the workplace, as well as the failure to recognise prior ICT competencies within the teacher training. This could limit the development of ICT competencies. Conclusions: Work-based VET teacher training has the potential to develop teacher trainees' ICT competencies because it allows immediate implementation and experimentation with regard to new ICT ideas and tools. By aligning this research with prior research, it is possible to construct a comprehensive ICT competence framework to support VET teacher training and workplace development. (DIPF/Orig.)

Offenbach : Volkshochschule 2022, 22 S., Die Stadt Offenbach legt hiermit den sechsten Datenbericht Bildung vor. Er schreibt zentrale Bildungsdaten in der Kommune fort und ergänzt den im dreijährigen Turnus erscheinenden Erziehungs- und Bildungsbericht Offenbach (EBO). Der Datenbericht 2022 orientiert sich, wie der EBO, an der Bildung im Lebensverlauf und präsentiert Daten aus verschiedenen Bildungsbereichen, von der frühkindlichen Bildung über die schulische und berufliche Bildung, Hochschulbildung bis hin zur Weiterbildung. Die Daten stammen aus dem Schuljahr 2020/21 oder umfassen das Kalenderjahr 2021. (DIPF/Orig.)

Context: With an increase in cultural diversity in many countries, schools and teacher educators are grappling with the question of what this diversity might bring in vocational education, and how teachers can be prepared to work with this diversity. In order to train and empower teachers who experience tensions because of culturally diverse student populations, it is useful to know whether teachers do have different needs to work with this diversity. This study reports on profiles in teachers' experience of value-based tensions (professional ethics and stance, diversity and communality, respect, personal autonomy, and justice) teaching in culturally diverse classes of Senior Secondary Vocational Education and Training (SSVET).Methods: This study relied on data from a questionnaire completed by 891 teachers from 20 culturally diverse SSVET schools in the Netherlands. A Hierarchical Cluster Analysis was performed to identify subgroups of teachers that have a similar pattern of responses (profiles) with regard to the different value-based tensions they experienced. Subsequently, the association of the distinguished profiles with the competence elements (knowledge, skills and attitudes) was examined with ANOVA. Lastly, the P-value of the Pearson Chi-Square was examined through cross-tabulation analysis to determine whether the associations between the distinguished profiles and personal and contextual characteristics were statistically significant. Findings: Hierarchical cluster analysis identified three profiles suggesting that teachers experienced all tensions more or less to a certain degree: Relaxed, rarely tense, or reasonably tense. "Professional ethics and stance" tension was the most frequently experienced value-based tension in all three profiles. The profiles were related to teachers background characteristics. The teachers with a reasonably tense profile work mainly in the lower levels of the SSVET. These teachers reported to have had more training on the topic of multicultural education. Teachers with relaxed profile reported having fewer skills than teachers with medium and reasonably tense profiles. Conclusion: The current study suggests that the culturally diverse student population creates tensions for teachers in SSVET and - depending on the type of profile - for some teachers more than others. The most frequently experienced tension on professional ethics and stance in all profiles confirms that all teachers experience conflicts with regard to their own norms, values and convictions and those of their students on the one hand, and the standards of the labor market with its own specific requirements for professional ethics and stance as a third party on the other. For teacher educators, the profiles can be useful as a reflection tool during study and professional development, as different groups of teachers have been distinguished and some groups need extra training in all the tensions. In SSVET, teachers with the different profiles could support each other in the process of coping with the value-based tensions.

International journal for research in vocational education and training 9 (2022) 2, S. 239-268, Context: Often, vocational education and training (VET) professionals are not systematically prepared for their demanding, mostly diverse and complex tasks. Professional development can be understood as an enlargement of competencies that arise as opportunities in daily work. This study, embedded in a funded research project, focuses on VET professionals and their professional development. The research question is as follows: What challenges and problems regarding their professional development, as well as possible solutions, are described by training professionals in VET in Germany? Approach: The goal of this study is to discover what challenges VET professionals face and how they cope with them. Accordingly, this research was formalised with the following components: (A) An explorative study with group discussions (N = 53 participants in six groups) and (B) result validation with German VET experts (N = 10). The data were recorded, transcribed and analysed using qualitative content analysis. Results: Using a theory-based category system, the group discussion results were summarised in 12 systematic, organisational- and individual-level statements. The statements indicated that despite the necessity of formal professional development in the area of further training, most VET professionals must still be able to profit from offers at or below the German Qualification Framework (DQR) level 5. Many VET professionals ultimately sought visible recognition of their activities or personal commitment with regard to pedagogical and company-economic functions. The 10 VET experts also evaluated the 12 statements as important. Conclusion: The results of this study show that there is a huge need for qualification and learning opportunities for VET professionals. The demand is mostly for modern, tried-and-tested concepts and central themes, such as action and competency orientation, practice and transfer orientation, individual and structural reflection, media competency and learning support in all formats and at all levels. (DIPF/Orig.)

International journal for research in vocational education and training 9 (2022) 2, S. 269-293, Context: Vocational teachers are called to constantly meet the upcoming needs in social and working life. In Sweden, the high demand for vocational teachers has led to their recruitment in the early stages of vocational teacher studies or even before teacher training. Entering this new community of practice, vocational teachers cross boundaries between their previous occupation and their teaching job, mediating the introduction of competence between them. In this context, the study explores vocational teachers' competence through their own perceptions, addressing important competence areas, as well as how competence is understood. Approach: The study employs a socio-cultural perspective on learning. Communities of practice establish their regime of competence, a set of principles and expectations that recognise membership. To be competent is translated as understanding the shared enterprise of the community, being capable and allowed to engage in it and, thus, interact with the other members and with the available resources. Hence, what is expected by members to know and to be is defined by the regime of competence and, hence, by the community. Comprised of 14 semi-structured interviews with vocational teachers in different vocational disciplines, employed both in upper secondary and adult education schools, the study adopts a qualitative research strategy. The research material was analysed thematically. Findings: According to findings, important competence comprise of up-to-date vocational competence supporting the performance of vocational teaching, but also interpersonal competence, including good communication and the construction of a close relationship with the students. The student-teacher relationship serves as the basis to match students with their work placement, facilitating higher work-based training quality. Moreover, maintaining a continuous development attitude and openness to critique are crucial for teachers. Finally, teachers approach competence focusing on its relationship to action and performance, while also referring to its situated nature. Therefore, to be competent is understood differently in different practices (teaching and occupational), highlighting the importance of understanding the uniqueness and duality within the regime of competence of vocational teaching. Conclusion: Teachers have described the importance of competence which was not developed during teacher training. Instead, important competences were often developed in the previous profession or informal teaching activities. Vocational teachers seem to value and utilise their previous occupational worker identities to a high extent. This should be considered when teacher training or in-service training is designed to support individuals in developing their (new) teacher identity. (DIPF/Orig.)

International journal for research in vocational education and training 9 (2022) 2, S. 216-238, Context: Scaffolding is a form of process-adaptive learning support that is relevant in numerous contexts, including informal learning, workplace learning as well as school teaching. While scaffolding can be well conceptualised for individual learning situations (especially for tutoring situations), there is a difficulty in measuring process adaptivity in heterogeneous learning groups, such as school classes. Approach: In this paper, we develop a measurement method that targets the deep structure of teaching and learning in whole class settings. Processes of shared knowledge constructions are taken into account, since whole-class-scaffolding (WCS) means to shape and develop common or joint knowledge spaces rather than to scaffold a multitude of individual construction processes at the same time. To achieve a coding procedure for WCS interactions, we integrate scaffolding principles and principles of dialogic teaching and explicated a set of rules that can be correlated to the quality of WCS-episodes rated on distinct Likert scales. Results: The measurement method developed in the paper provides a solution to the problem of how to measure process-adaptive learning support that is not only related to individual learners, but is directed at a heterogeneous group of learners in which different support needs may be present simultaneously. The coding procedure systematically links scaffolding principles and principles of dialogic teaching and enables us to capture the dynamics of teaching and learning processes in larger group settings. In this respect, concepts such as joint- and common space, representing entities to which WCS refers, are operationalised. Conclusions: When methods for measuring the dynamics of teaching and learning processes are available, research on instructional support is no longer limited to global ratings of whole learning units. Furthermore, the codings allow for a more fine-grained analysis of trajectories of scaffolding interactions. Such an analysis reveals information about local specifics of WCS that can explain further learning differences between students and that can be used to derive implications for effective instructional techniques. (DIPF/Orig.)

Oldenburg 2022, XII, 215 S. - (Dissertation, Universität Oldenburg, 2022), In dieser Arbeit werden theoretische und empirische Aspekte der Förderung des räumlich-visuellen Vorstellungsvermögens mittels der dritten Fröbel-Gabe an einer beruflichen Förderschule beschrieben. Obwohl Fröbels Material seit beinahe 200 Jahren der Pädagogik bekannt ist, wurde anscheinend nie in förderberufsschulspezifischen Settings damit gearbeitet. Auch liegen keine Hinweise auf empirische Studien zum Einsatz des Materials aus frühpädagogischen Einrichtungen oder Schulen vor. Um diese Forschungslücke bezogen auf den Einsatz des Materials in der Schule zumindest zum Teil zu füllen, wird diese Arbeit zweiteilig aufgebaut: Im ersten Teil werden die theoretischen Grundlagen zu Fröbel, seine Biografie, sein Gabensystem und sein Verständnis von Mathematik beleuchtet. Im zweiten Teil schließt sich eine empirische Studie zur Überprüfung der Wirksamkeit der dritten Fröbel-Gabe als Fördermaterial im Mathematikunterricht an. (Autor), This thesis describes theoretical and empirical aspects of the promotion of spatial-visual imagination by means of the third Froebel gift at a vocational special school. Although Froebel's material has been known to pedagogues for almost 200 years, it seems that it has never been used in settings specific to vocational schools. There are also no references to empirical studies on the use of the material from early childhood education institutions or schools. In order to at least partially fill this research gap in relation to the use of the material in schools, this paper is structured in two parts: In the first part, the theoretical foundations of Froebel, his biography, his system of giving and his understanding of mathematics are examined. The second part is followed by an empirical study to test the effectiveness of the third Froebel gift as a support material in mathematics lessons. (Author)

Schweizerische Zeitschrift für Bildungswissenschaften 44 (2022) 2, S. 277-290, This contribution examines premature interruption of training (PIT) through the lens of fit between the training and the trainees. To do so, it explores early indicators of PIT and the reasons cited by young people for training interruption. Using quantitative and qualitative approaches, 628 questionnaires were handed out, and 31 semi-structured interviews were conducted. All participants were enrolled in the 2-year apprenticeship leading to a Federal Vocational Education and Training (VET) Certificate, a low-threshold training track in the Swiss VET system. The findings reveal which elements are involved in poor fit and how they may contribute to PIT. (DIPF/Orig.), Dieser Beitrag untersucht vorzeitige Lehrabbrüche im Hinblick auf Eignung von Ausbildung und Auszubildenden. Zu diesem Zweck wurden sowohl Frühindikatoren als auch die von den Jugendlichen angegebenen Gründe für den Abbruch untersucht. Unter Verwendung eines quantitativen und qualitativen Ansatzes wurden 628 Fragebögen ausgeteilt und 31 halbstandardisierte Interviews geführt. Alle Teilnehmerinnen und Teilnehmer befanden sich in der zweijährigen Lehre zum eidgenössischen Berufsattest, einem niederschwelligen Bildungsgang im schweizerischen Berufsbildungssystem. Die Ergebnisse zeigen auf, welche Elemente von einer schlechten Eignung betroffen sind und wie diese zu einem vorzeitigen Lehrabbruch bei tragen können. (DIPF/Orig.)

Inklusion ist als Thema aus dem deutschen Bildungssystem nicht mehr wegzudenken und trotzdem stellt sie weiterhin eine Herausforderung auf unterschiedlichen Ebenen dar. Die Qualifizierung der pädagogischen Fachkräfte ist dabei neben der Bereitstellung adäquater Rahmenbedingungen als ein besonders wichtiges Handlungsfeld zu betrachten. Die Bände der Reihe „Qualifizierung für Inklusion“ greifen den bestehenden Forschungs- und Entwicklungsbedarf auf und geben einen Überblick über die Ergebnisse der vom BMBF im Rahmen des Programms „Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung“ geförderten Forschungsprojekte. Adressiert werden damit sowohl Wissenschaftler:innen als auch mit dem Themenfeld Inklusion befasste Personen und Institutionen der Aus-, Fort- und Weiterbildung, der Bildungsadministration und der Bildungspolitik. Der vierte Band der Reihe stellt die Ergebnisse und Materialien der Projekte vor, die zur Qualifizierung für Inklusion in der Berufsschule, Hochschule und der Erwachsenenbildung gearbeitet haben. (DIPF/Orig.)

Purpose: Recently, high-quality vocational education and training has attracted much attention in Mexico. In this context, more practically applied skills are taught “on a dual basis”, combining classroom-based training with practical, on the job, training within the company. Dual practices are expected to modernize the skills formation system, and simultaneously support companies, while ensuring provision of skilled workers. For this reason, the vocational training system has been reformed in recent years. Hence, it is necessary that schools and universities, as well as companies, closely interact and coordinate their activities. It is also important that there is successful cooperation between vocational training organizations and companies, to contribute to the modernization of vocational training. The aim of this paper is to examine the cooperation between learning venues of vocational education in the hotel industry in Cancún (Quintana Roo, Mexico), one of the most important tourism destinations in Latin America. Research in vocational education and training, reveals a particular focus on the principles that are necessary for successful cooperation between learning venues. This study examines whether the setting of common goals, communication between companies and training organizations and governance are equally important. Methods: In an exploratory approach, based on a qualitative framework, ten face-to-face expert interviews were conducted in Cancún. The interviews were then fully transcribed and evaluated using qualitative methods. The survey is complemented by further document analysis. Findings: The results show that for successful cooperation between learning venues, the coordination of a common goal (to secure the availability of skilled workers) between different actors, and communication between companies and vocational training organizations, are particularly important for successful cooperation. Furthermore, it seems that companies are taking on a more dominant role, so that vocational training organizations must be more in line with the wishes of the hotels. The results indicate that partnership-based action is not very obvious. Accordingly, the aspect of governance plays a subordinate role. Conclusion: The study shows that cooperation between learning venues in other regions and industries, requires certain principles to be successful. In this respect, the duration of the relationship as well as the specificity of a region or sector can influence the required principles. Therefore, the cooperation partners should agree on the principles in advance.

In der deutschen Bildungspolitik zeigt sich im Inklusionsprozess eine Verengung auf Primar- und Sekundarstufe I, „die Übergänge aus der Schule in das Beschäftigungssystem und mögliche Wege, die hier im Berufskolleg und anderen Bildungseinrichtungen bestritten werden können, bleiben [jedoch] weitgehend außen vor“ (Kremer, Kückmann, Sloane & Zoyke, 2015). An Berufsschulen in NRW besteht seit dem Schuljahr 2015/16 das Konzept der Ausbildungsvorbereitung (AV, Anlage A, APO-BK), welches den Schülerinnen und Schülern die Möglichkeit einer beruflichen Orientierung und des Erwerbs eines dem Hauptschulabschluss gleichwertigen Abschlusses nach Klasse 9 bietet. In der vorliegenden Fragebogenstudie (N = 104) äußern sich 52 in AV-Klassen tätige Lehrkräfte des Berufskollegs sowie 52 Führungskräfte aus Betrieben zu möglichen Bedingungs- und Wirkfaktoren für eine erfolgreiche AV, unter anderem auch zu bestehenden und erwünschten Kooperationen zwischen Berufsschule und Betrieb sowie mit Erziehungsberechtigten. Die Untersuchungsbefunde zeigen Unterschiede in Einschätzungen zur Wichtigkeit und Wirklichkeit der Kooperationsbeziehungen, wobei die berichtete Umsetzung hinter der eingeschätzten Bedeutung zurückbleibt. Dabei spielen Alters- und Berufserfahrungseffekte eine eher untergeordnete Rolle, und Geschlechtseffekte sind vorwiegend als statistisch signifikante Interaktionen erkennbar. Insgesamt bestätigen die Studienergebnisse die Erkenntnisse aus vergleichbaren wenigen nationalen und internationalen Pilotprojekten. Die befragten Führungskräfte und Berufsschullehrkräfte sind auf Kooperationsnetzwerke angewiesen, in denen die Verantwortung für die heterogene und herausfordernde Schülerschaft der AV gemeinsam getragen wird. Aus den Untersuchungsbefunden können wichtige Hinweise für den Auf- und Ausbau funktionierender Netzwerke auf gegenseitiger Kenntnis- und Verständnisbasis abgeleitet werden. (DIPF/Orig.)

Die Nutzung von Online-Berichtsheften in der beruflichen Ausbildung steigt stetig an und wird aktuell zusätzlich durch eigene Produkte von Kammern gefördert. Das Berichtsheft, in dem Auszubildende sämtliche Ausbildungsinhalte dokumentieren, ist dabei Ausbildungsnachweis und Prüfungszulassung. Es stellt sich die Frage, ob die digitale Erstellung neben administrativen Vorteilen auch für die Auszubildenden selbst die versprochenen Mehrwerte mit sich bringt. 10 Jahren nachdem BLok (Online-Berichtsheft zur Stärkung der Lernortkooperation) als eines der ersten Online-Berichtshefte Einzug in die berufliche Bildungspraxis gehalten hat, wurden im Rahmen von Fallstudien 112 Auszubildende zu ihren ganz persönlichen Erfahrungen mit ihm befragt. Schwerpunkte lagen dabei auf der Analyse der Kontinuität, der Zufriedenheit und des tatsächlich genutzten Funktionsumfangs. Zusätzlich wurde im Sinne der Lernortkooperation der Einbezug der Berufsschule in die Berichtsheftlegung näher betrachtet. (DIPF/Orig.)

Durch die fortschreitende Digitalisierung in allen Bereichen des Lebens und Arbeitens verändern sich auch die Organisation und Durchführung von Bildungsprozessen. Hier sind es vor allem die digitalen Medien, die eine große Dynamik entfalten und zahlreiche Lernchancen eröffnen. Die Lehrkräfte stehen dabei vor großen Herausforderungen. Zum einen müssen sie sich mit der Funktion und Bedienung der digitalen Endgeräte auseinandersetzen, zum anderen gilt es einen Überblick über die entsprechende Software und ihren Einsatzzweck in Bildungsprozessen zu bekommen. Diese Projektveröffentlichung skizziert den Projektrahmen und präsentiert erste Ergebnisse aus dem Projekt "Digitales Lernen mit Tablets" (DiLeTab) an der Universität Hamburg am Institut für Berufs- und Wirtschaftspädagogik. Zielgruppe dieser praxisbezogenen Publikation sind vor allem Studierende aber auch Experten aus der Bildungspraxis. Es ist geplant noch weitere Publikationen mit individueller Schwerpunktsetzung zum Themenbereich Unterricht mit digitalen Medien im Bereich der beruflichen Bildung zu veröffentlichen. (Autor)

Das 4. Ranking Politische Bildung 2020 misst erstmals auch den Stellenwert der politischen Bildung in der Berufsschule. Zugleich führt es den Ländervergleich für die allgemeinbildenden Schulen der Sekundarstufe I aus den Jahren 2017, 2018 und 2019 fort. Meist sinkt der Anteil politischer Bildung im schulstufenübergreifenden Vergleich in der Berufsschule. Elf Bundesländer gewähren hier weniger Lernzeit für Politik als in der Sekundarstufe I. In beruflichen und in allgemeinbildenden Schulen ist das Recht auf politische Bildung sehr unterschiedlich realisiert. Die Arbeits- und Lebenswelten der Auszubildenden, ihre Erfahrungen und Probleme bieten der politischen Bildung Chancen, die ihr in allgemeinbildenden Schulen fehlen. Die Bildungspolitik lässt sie aber weitgehend ungenutzt. Von einer Gleichwertigkeit der politischen Bildung über die Schulstufen, in Schulformen und Bundesländern kann keine Rede sein. Die Bundesländer schneiden im Ranking Politische Bildung in der Sekundarstufe I wie in der Berufsschule sehr unterschiedlich ab. Die Demokratie behandelt die jungen Bürgerinnen und Bürger bei der politischen Bildung sehr ungleich. Chancengleichheit beim Erwerb von Politik- und Demokratiekompetenz in der Schule steht nicht auf der Agenda der Bildungspolitik, dazu variieren die Lernzeiten für die politische Bildung zwischen den Bundesländern viel zu stark. Auch findet man in den Daten keine Anzeichen dafür, dass die Bundesländer auf den hinteren Plätzen im Ranking wenigstens zum Mittelfeld aufschließen wollen. Das betrifft vor allem Bayern, Thüringen und Rheinland-Pfalz. Das 4. Ranking Politische Bildung enthält erstmals eine Fallstudie zum Fachlichkeitsniveau des Politikunterrichts in der Sekundarstufe I von Nordrhein-Westfalen. Man muss dem Fach Politik als Alleinstellungsmerkmal attestieren, dass sein Fachlichkeitsniveau überall, immer und mit Abstand am schlechtesten ist. (DIPF/Orig.), The 4th Ranking Civic Education 2020 measures the importance of civic education in vocational schools for the first time and it continues the state comparison for general lower secondary schools from 2017, 2018 and 2019. In most cases, the proportion of civic education in the cross-school comparison decreases in vocational schools. Eleven Länder allow less learning time for politics here than at lower secondary level. The right to political education is realised very differently in vocational and general education schools. The working and living environments of trainees, their experiences and problems offer opportunities for political education that are lacking in general education schools. However, education policy leaves them largely unused. There is no question of an equivalence of civic education across school levels, school types and federal states. In the ranking of civic education in lower secondary schools as well as in vocational schools, the federal states perform very differently. Democracy treats young citizens very unequally in civic education. Equality of opportunity in the acquisition of political and democratic competence at school is not on the agenda of education policy; learning times for political education vary far too much between the federal states for that. Nor does the data show any indication that the states at the bottom of the rankings want to at least catch up with the middle of the field. This applies above all to Bavaria, Thuringia and Rhineland-Palatinate. For the first time, the 4th ranking of civic education contains a case study on the level of professionalism of political education in lower secondary schools in North Rhine-Westphalia. It must be said that the subject of politics has the unique selling point of being everywhere, always and by far the worst. (Authors)

Gute Führung führt zu besseren Bildungsergebnissen, die wiederum spürbare Auswirkungen auf das wirtschaftliche Wachstum und den Wohlstand einer Gesellschaft haben. Diese Zusammenhänge sind empirisch nachgewiesen, und dennoch sind Führungskräfte in deutschen Bildungseinrichtungen häufig nicht oder nicht ausreichend für diese wichtige Aufgabe qualifiziert. Zudem sind die Entscheidungsbefugnisse in vielen Bereichen, wie z. B. in der Personalauswahl und -honorierung, noch zu gering, um effektiv führen zu können. Der Aktionsrat Bildung widmet sich der Frage, wie die Führung in deutschen Bildungseinrichtungen verbessert werden kann. Anhand der Wirkungskette – von der Leitung einer Bildungseinrichtung über das Lehrpersonal bis zu den Teilnehmerinnen und Teilnehmern der Bildungsangebote – geht er der Frage nach, welche Führungsstile den Zielen und Strukturen der einzelnen Bildungsphasen am besten entsprechen und welche Maßnahmen zu ergreifen sind, um Führung effektiv zu gestalten. Als zentrales Element benennt der Aktionsrat Bildung allgemeine sowie bildungsphasenspezifische Handlungsempfehlungen und richtet diese an die politischen Entscheidungsträger. (DIPF/Orig.)

Wie entwickelt sich die Forschung in der Berufs- und Wirtschaftspädagogik? Das Jahrbuch gibt einen Überblick über den aktuellen Stand und bildet dadurch das breite thematische und methodologische Spektrum der Forschung und Theoriebildung im Fachbereich ab. Der diesjährige Band versammelt Beiträge, die bei der Tagung der Sektion Berufs- und Wirtschaftspädagogik der DGfE erstmalig einer breiteren Fachöffentlichkeit präsentiert wurden. Die Beiträge wurden einem Reviewverfahren unterzogen. (DIPF/Verlag)

Durch die fortschreitende Digitalisierung in allen Bereichen des Lebens und Arbeitens verändern sich auch die Organisation und Durchführung von Bildungsprozessen. Hier sind es vor allem die digitalen Medien, die eine große Dynamik entfalten und zahlreiche Lernchancen eröffnen. Die Lehrkräfte stehen dabei vor großen Herausforderungen. Zum einen müssen sie sich mit der Funktion und Bedienung der digitalen Endgeräte auseinandersetzen, zum anderen gilt es einen Überblick über die entsprechende Software und ihren Einsatzzweck in Bildungsprozessen zu bekommen. Diese Projektveröffentlichung skizziert den Projektrahmen und präsentiert erste Ergebnisse aus dem Projekt "Digitales Lernen mit Tablets" (DiLeTab) an der Universität Hamburg am Institut für Berufs- und Wirtschaftspädagogik. Zielgruppe dieser praxisbezogenen Publikation sind vor allem Studierende aber auch Experten aus der Bildungspraxis. Es ist geplant noch weitere Publikationen mit individueller Schwerpunktsetzung zum Themenbereich Unterricht mit digitalen Medien im Bereich der beruflichen Bildung zu veröffentlichen. (Autor)

Im Zuge der digitalen Transformation ergeben sich neue M��glichkeiten, um das Zusammenwirken von Lernorten der beruflichen Bildung zu st��rken. Informations- und Kommunikationstechnologien werden gro��e Potenziale zugeschrieben, die Lernortkooperation zu f��rdern und zu verbessern. Ziel dieses Reviews ist die Darstellung des aktuellen Forschungsstands zur digital begr��ndeten Zusammenarbeit von Organisationen der beruflichen Bildung, die ��ber das Verst��ndnis der Lernortkooperation nach dem Berufsbildungsgesetz (BBiG) ��2, Abs. 2 hinausgeht. Dazu wurden anhand eines Critcial Reviews zehn Studien ausgew��hlt, welche zwischen 2016 und 2020 ver��ffentlicht wurden und sich mit der digital gest��tzten Zusammenarbeit von mehreren Bildungsorganisationen befassen. Illustrierend werden das digitale Berichtsheft und die Lernfabrik als Instrumente zur St��rkung der Kooperation vorgestellt. Die Anwendungen wurden auf Grundlage theoretischer Annahmen der School-Workplace-Connecitvity als Boundary Objects identifiziert. Hieraus werden Einflussfaktoren f��r die erfolgreiche Einbindung und Verwendung digitaler Medien zur St��rkung der Lernortkooperation abgeleitet und weiterf��hrende Forschungsbedarfe identifiziert. Eine wichtige Erkenntnis ist, dass die Verwendung digitaler Angebote nur in Kombination von Austauschprozessen die Kooperation der Organisationen f��rdern kann. (DIPF/Orig.), In the course of digital transformation, new opportunities arise to strengthen cooperation between learning venues within vocational education and training. Information and communication technologies are seen to have a great potential to promote and improve cooperation between learning venues. The aim of this review is to present the current state of research on digitally based collaboration between organisations in vocational education and training that goes beyond the understanding of cooperation between learning venues as defined in BBiG ��2, para. 2. Ten studies were selected following a Critical Review, published between 2016 and 2020, which address digitally based collaboration among several educational organisations. The e-portfolio and the smart factory are presented as exemplary tools to strengthen partnerships. The tools were identified as boundary objects based on a theoretical framework from the School-Workplace-Connectivity. On that basis, influencing factors for the successful integration and use of digital media to strengthen cooperation between learning venues are derived and further research needs are identified. One important finding is that the use of digital applications can only support cooperation between organisations in combination with exchange processes. (DIPF/Orig.)

Die Gestaltung von Lernfabriken an beruflichen Schulen stellt eine aktuelle Herausforderung dar, der sich dieser Sammelband aus wissenschaftlicher und anwendungsorientierter Perspektive zuwendet. Er fokussiert dabei die Kooperation zwischen gewerblich-technischer und kaufmännischer Berufsbildung. (DIPF/Orig.)

Wie entwickelt sich die Forschung in der Berufs- und Wirtschaftspädagogik? Das Jahrbuch gibt einen Überblick über den aktuellen Stand und bildet dadurch das breite thematische und methodologische Spektrum der Forschung und Theoriebildung im Fachbereich ab. Der diesjährige Band versammelt Beiträge, die bei der Tagung der Sektion Berufs- und Wirtschaftspädagogik der DGfE erstmalig einer breiteren Fachöffentlichkeit präsentiert wurden. Die Beiträge wurden einem Reviewverfahren unterzogen. (DIPF/Verlag)

Durch die fortschreitende Digitalisierung in allen Bereichen des Lebens und Arbeitens verändern sich auch die Organisation und Durchführung von Bildungsprozessen. Hier sind es vor allem die digitalen Medien, die eine große Dynamik entfalten und zahlreiche Lernchancen eröffnen. Die Lehrkräfte stehen dabei vor großen Herausforderungen. Zum einen müssen sie sich mit der Funktion und Bedienung der digitalen Endgeräte auseinandersetzen, zum anderen gilt es einen Überblick über die entsprechende Software und ihren Einsatzzweck in Bildungsprozessen zu bekommen. Diese Projektveröffentlichung skizziert den Projektrahmen und präsentiert erste Ergebnisse aus dem Projekt "Digitales Lernen mit Tablets" (DiLeTab) an der Universität Hamburg am Institut für Berufs- und Wirtschaftspädagogik. Zielgruppe dieser praxisbezogenen Publikation sind vor allem Studierende aber auch Experten aus der Bildungspraxis. Es ist geplant noch weitere Publikationen mit individueller Schwerpunktsetzung zum Themenbereich Unterricht mit digitalen Medien im Bereich der beruflichen Bildung zu veröffentlichen. (Autor)

Context: This article focus on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade.Methods: The data consists of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction.Findings: Findings shows how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now.Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.

Die Gestaltung von Lernfabriken an beruflichen Schulen stellt eine aktuelle Herausforderung dar, der sich dieser Sammelband aus wissenschaftlicher und anwendungsorientierter Perspektive zuwendet. Er fokussiert dabei die Kooperation zwischen gewerblich-technischer und kaufmännischer Berufsbildung. (DIPF/Orig.)

Context: Providing learners with quality resources at work and school is a key element of apprenticeships and is essential for developing vocational competencies and successful vocational careers. Drawing on previous research on situational and personal resources, we first explored work-related and school-related resource profiles of apprentices’ learning environments. We further analysed how core self-evaluations are linked to resource profiles and examined whether learners’ apprenticeship satisfaction and occupational commitment varied according to the resource profiles. Approach: We used latent profile analysis and multinomial logistic regressions, applying an integrative, person-centred approach. Our data came from the Swiss longitudinal study "Transition from Education to Employment" (TREE). The sample consisted of 1,185 apprentices enrolled in the second year of their apprenticeship. Findings: We found four profiles of situational resources (e.g., instruction quality, climate, learning opportunities, autonomy, and demands) at the two learning locations. The profiles embodied different patterns and levels of situational resources. Two profiles were characterised by overall high or average levels of situational resources at both learning locations; the other two illustrated a stark contrast between the resources provided in the workplace and at school. Learners with higher core self-evaluations were more likely to be in profiles withhigher situational resources. Apprentices in more beneficial profiles were more satisfied with their apprenticeships and more committed to their occupations than those in profiles with lower resources. Conclusion: The results confirm the importance of providing apprentices with challenging, empowering, and supportive learning environments in the workplace and at vocational schools. To support learning and positive career development in apprenticeships, educators should strengthen learners’ core self-evaluations to empower them to shape their learning according to their needs.&nbsp

Purpose: This article investigates female vocational students' strategies for becoming part of a workplace community, what these strategies are and how they are tied to the formation of vocational identities within male-dominated industrial work. Of particular interest is how female students enrolled on Swedish upper secondary industrial programmes experience workplace-based learning at industrial workplaces as part of their vocational education. The theoretical framework derives from Wenger's concept of community of practice, but his theoretical concept does not explicitly include gender dimensions. Therefore, the concept of community of practice is also combined with Paechter's assumption of gender, whereby femininity and masculinity can be considered as different communities of practice. Methods: The article draws on evidence from a Swedish study based on interviews with 20 female students enrolled on the industrial programme at six upper secondary schools. In this vocational programme, there is a distinct gender distribution and only a small minority of the students on the programme are girls. In the analysis, the focus is on the female students' strategies used during workplace-based learning to become part of the work community which consists almost exclusively of male workers.Findings: The female students deliberately negotiated vocational identities as female industrial workers to become accepted in the male-dominated work community. The findings highlight three specific strategies that the female students used: Acting like gender does not matter, acting like boys (not like drama queens), and acting tough and joking around. The female students' strategies were part of – and tied to – a complex vocational identity formation process that featured contradictory requirements. By taking individual responsibility, they identified relevant information for becoming industrial workers and chose to act like boys. The female students saw no problem with being a girl, yet they struggled with implicit, diffuse and hidden gender structures and prejudices in the male-dominated industrial companies. Nevertheless, they strived for what they perceived to be an attractive vocational identity as industrial workers; it was an alternative, atypically feminine way of being that attracted the female students. Conclusions: The study concludes that female students mostly rely on their individual agency when interacting with others in the male-dominated workplace community. A "gendered vocational identity" is formed which shows that the identity formation of female students is a complex double process, in which vocational and gender identities are formed simultaneously and in parallel within the male-dominated workplace.

Purpose: The focus of this article is on Swedish vocational students’ own thoughts about different types of knowledge and how these thoughts relate to the forming of their vocational identities. The article reports on a study which investigates how vocational students handle the division between theoretical and practical knowledge as they learn to become skilled industrial workers. Theoretical and practical knowledge are often presented as dichotomies in a hierarchy, where theoretical knowledge is more highly valued than practical knowledge. The division between theoretical and practical knowledge is known in research as "the academic/vocational divide". This divide is particularly relevant to vocational students, as they need to deal with both types of knowledge as they navigate between the contexts of school and work.Methods: This study is part of a research project on vocational students’ learning and identity formation. The empirical material is based on qualitative interviews with 44 students enrolled on the industrial programme at Swedish upper secondary schools.Findings: The study revealed three different ways in which vocational students handled the academic/vocational divide: Placing higher value on practical knowledge than on theoretical knowledge, reinforcing the separation between school and work, and selecting theoretical subjects as useful tools for the future. Conclusions: Two conclusions drawn from the study are that students are aware of the status differences and divisions between practical and theoretical knowledge, and that they handle the academic/vocational divide in an active manner. Students make choices that will help them form a vocational identity or that will give them opportunities for further education and alternative careers. This article challenges and contradicts the image of vocational students as unmotivated and unintellectual, instead portraying them as knowledgeable actors who make strategic choices for their future and are active in forming vocational identities within vocations that require deep and advanced knowledge.

Context: This article is based on a pragmatic theoretical perspective on education, in which theoretical and practical competences are developed through experiences and participation in real-world teaching contexts. Previous research points to a lack of culture for authentic workplace-based assessment in vocational and professional education in many countries. Prior to this study, professors/authors and student-teachers in a vocational teacher education program in Norway experienced that student-teachers were unable to demonstrate comprehensive teaching competence, as examinations and assessments assess theoretical knowledge separately from practice. Research questions: 1) How can an authentic workplace-based exam during placement give student-teachers an opportunity to showcase their comprehensive teacher competence? 2) What factors are important to emphasize in such an exam? 3) How do the student-teachers demonstrate and develop comprehensive teacher competence through an authentic exam?Methods: Using action research, professors/authors carried out sequential actions to develop a practical-theoretical exam in an authentic professional setting. This included demonstrating elements of practical and theoretical competence conducted during teaching practice. The exam involved planning in line with a guidance document and practical teaching in the classroom in VET-schools, followed by a piece of reflective writing based on teaching experiences. Supervisors and professors/authors observed the student-teachers teaching as part of multiple qualitative methods.Findings: The empirical results show how student-teachers demonstrate and develop comprehensive teaching competence. Both the student-teacher and the supervisors in VET-schools experienced the authentic exam as realistic and professionally based. The biggest challenge involved logistics: Compensating the professors’/authors’ time and financial frameworks related to the observation of the student-teachers. However, this kind of authentic assessment leads to stronger coherence between both theory and practice, and between the vocational teacher education at the university and the VET in upper secondary school. It also supports the job-relevant learning process towards comprehensive teacher competence.Conclusions: This kind of authentic assessment i.e. an authentic exam requires an understanding of the complex role of teachers within their professional context in VET. Therefore, the professors/authors see the need of a broader, more comprehensive teacher competence in VET to meet the work life needs for competence.

Context: Two major challenges in professional and vocational education (VET) are low levels of relevance and coherence between the content of the educational program and developing competence in working life. This article is based on an action research project, conducted as a series of experiments at vocational upper secondary schools and during the basic course for postgraduate certificate teaching in professional education for professional educators in Norway. It was carried out with a focus on job-related professional education to meet these challenges. The project is based on a pragmatic theoretical perspective in professional didactical teaching.Methods: The action research included experiments, observations, evaluations, qualitative questionnaires and interviews.Findings: The results show empirical examples of didactical principles in job-related professional education; the core of these being the analysis of work tasks and work practice as a basis for curricula analysis and planning of teaching and assessing. This includes job-related planning of content, teaching and assessment according to comprehensive professional competence. The results also show challenges linked to job-related professional education.Conclusions: The overall results show a need for the development of professional didactical teaching competencies that focus on job-related professional education, to meet the future needs for competence in work life.

Context: Through a dual model, based on 2 years of education in upper secondary school followed by two and a half year of apprenticeship training, Norwegian plumbing education has become an integrated part of the Technical Vocational Education and Training (TVET). Competence and skills are described in national plumbing curriculum. However, there is little information on how learning and training, interaction and relations between craftsmen and apprentices take place and develops at the workplace. The objective of this article is to identify significant learning processes by studying apprentices in a training agency and in communities of plumbers at the building site. Approach: The study has an ethnographic approach, based on a combination of fieldwork and interviews with apprentices, plumbers and a vocational teacher. During one year of fieldwork I followed a group of plumbing apprentices in a training agency, and in their plumbing companies at different construction sites. As a former plumber and vocational teacher, I was able to participate as a plumber and researcher and thus I had a unique position to work along with the apprentices and plumbers. This enabled me to observe interaction, learning and training in their communities of practices as an insider.Findings: The study showed that the process of learning practical skills, a professional language and a technical rationale was time consuming, challenging and sometimes tiering. In return the apprentices discovered proficiency, gained confidence and were considered as participants in the community of plumbers. A central finding is the great value of working in a community of plumbers at the building site, combined by studying sanitary and heating technology at the training agency. Among peers at the training agency, the apprentices were challenged to build and explore complex pipe laying, and to discuss technical regulations and rationale with each other and the vocational teacher. Conclusion: Craftsmen, like plumbers, consecutively handle a variety of technical work tasks and situations. Inside practice, the plumbers are close to materials and systems on construction site, where pipes, cableways and building structures looks different from the plan and the progress on paper. As experts, the plumbers often solve problems more functional and cost effective than suggested in the blueprint. The study shows how apprentices and plumbers develop skills, tacit knowledge and professionality through involvement with relevant things and situations, and by sharing experiences and technical expertise in communities of peers and plumbers.

Dieser Sammelband bündelt über 70 Beiträge zum Themenbereich „Bildung, Schule, Digitalisierung“. Ein zentrales Ziel ist es, den aktuellen Forschungsstand zu den vielfältigen Aspekten, Perspektiven und Fragen zur Digitalisierung im Kontext schulischer Bildung und Lehrer*innenbildung abzubilden und kritisch zu reflektieren. Thematisiert werden programmatische Vorstellungen zu Digitalisierung und Digitalität, Medienkonzepte und Einsatzszenarien digitaler Medien sowie Fragen ihrer Wirksamkeit. Versammelt sind empirische Originalarbeiten zum Einsatz digitaler Medien, Beispiele guter Praxis, Beschreibungen geplanter Studien sowie theoretische Beiträge zum Themenbereich. (DIPF/Orig.)

Context: The current shortage of teachers in Germany, especially in vocational schools, is of relevance to the education system and labour market policy. To recruit future teachers more effectively, it is of great importance to gain a better understanding of pre-service teachers’ career choice motivation. However, research has concentrated so far mainly on teachers in the general education system. The present study investigates the career choice motivation of students who will become vocational education and training (VET) teachers and compares it to the career choice motivation of future comprehensive school teachers. Approach: We surveyed N = 79 teacher training students in total, 30 pre-service VET teachers and 49 pre-service comprehensive school teachers at the beginning of their university-based teacher training. To measure career choice motivation, we used the standardized questionnaire Motivation for Choosing Teacher Education (FEMOLA) including six subscales (Pohlmann & Möller, 2010). In order to compare pre-service VET and comprehensive school teachers with regard to the six scales of career choice motivation, we performed a multivariate analysis of covariance (MANCOVA). Findings: We found the highest means for the motives subject-specific and educational interest for the future VET teachers. In comparison to the pre-service comprehensive school teachers, they rated their educational interest, social influences, and utility as significantly less relevant in terms of their career choice motivation. There are no significant differences on the other three motivational scales. Conclusion: The findings show that the two groups partially differ in their motivations to become a teacher. Therefore, we can conclude that the measures for attracting new students should also be individually adapted to the motives for their career choice. For example, in a counselling interview, the motives for choosing a profession should be discussed and compared with the requirements for studying and later working life.

Erlebnisgastronomische Konzepte bieten Potenziale für den fachpraktischen Unterricht mit Auszubildenden gastronomischer Ausbildungsberufe, wenn neben den Konzepten auch fachliche Fragestellungen aufgegriffen werden. Dabei ist - im Sinne eines handlungsorientierten Unterrichts - der handelnde und schüleraktive Umgang mit diesen Inhalten ebenso entscheidend wie die Reflexion der in der Fachpraxis erprobten Elemente der Erlebnisgastronomie. (DIPF/Orig.), Event catering concepts offer the potential for practical instruction with trainees in catering professions if subject-specific issues are addressed besides the concepts. In the sense of action-oriented teaching, the active and student-active handling of these contents is just as important as the reflection of the elements of event gastronomy that has been tested in practice. (DIPF/Orig.)

Wie entwickelt sich die Forschung in der Berufs- und Wirtschaftspädagogik? Das Jahrbuch gibt einen Überblick über den aktuellen Stand und bildet dadurch das breite thematische und methodologische Spektrum der Forschung und Theoriebildung im Fachbereich ab. Der Band versammelt Beiträge, die bei der Tagung der Sektion Berufs- und Wirtschaftspädagogik der DGfE erstmalig einer breiteren Fachöffentlichkeit präsentiert wurden. (DIPF/Orig.)

Ist die Demokratie in Deutschland in Gefahr? Welchen Beitrag kann Bildung leisten, um sie zu stärken? Eine demokratische Gesellschaft setzt voraus, dass ihre Bürgerinnen und Bürger von klein auf lernen, andere Meinungen zu respektieren, Konflikte konstruktiv zu lösen und sich aktiv in gemeinschaftliche Willensbildungsprozesse einzubringen. Der Aktionsrat Bildung widmet sich in seinem neuen Gutachten der Frage, wie Demokratiebildung in Deutschland weiterentwickelt werden kann. In einem einleitenden Kapitel werden die Ursachen und Auswirkungen der weltweiten Zunahme antidemokratischer Tendenzen aus einer interdisziplinären Perspektive beleuchtet. Anschließend wird für alle Bildungsphasen der Status quo abgebildet: Welchen Stellenwert hat Demokratiebildung in den Bildungsplänen und in der Ausbildung des pädagogischen Personals? Wie steht es um die demokratischen Kompetenzen der Teilnehmenden im Bildungssystem? Der Aktionsrat Bildung leitet aus dieser Bestandsaufnahme konkrete Handlungsempfehlungen ab und richtet diese an die politischen Entscheidungsträger. (DIPF/Orig.)