Didactics in VET - crisis, demands, concepts and open issues
2013 (English)Conference paper, Abstract (Refereed)
Four focus points (crisis, demands, concepts and open issues) are addressed from three different national perspectives (Sweden, Germany and Spain). Answers might be different, but challenges seem to be the same. (1) crisis: on the one hand we acknowledge a massive withdrawal of didactic discussion in the educational research: first the constructivism taught us that nobody can be taught (a nice antagonism), later the output orientation taught us that just the output counts and within the empirical turn of the educational sciences the topic didactics seems to be lost. (Chevallard, 2006, Moreno Herrera, 2012) (2) demands: On the other hand practitioners still expects that VET offers answers, methods and tools for their central questions: how can learners be empowered and learning be accelerated. Overall questions for the round table will therefore be: What implications have for didactics the fact that learning within this field happens in remarkably different context; namely, classroom and workshop? What is the value in developing a didactics for this specific complex learning context? Is the discourse on didactics a unique phenomenon for particular educational research traditions or is there a substance that is worth discussing? (Berglund & Lindberg, 2012; Ghaye, 2010) (3) concepts: One concept we want exemplary focus within this short proposal information: the didactic concept "task- and process-oriented learning". One concretization of this concept for the field of electrical trade is the so called "Competence toolbox“, which has been continuously developed for more than 10 years to give answers to the following practice-oriented research questions: How can work processes of skilled workers be analyzed and described? How can the results of work process analyses be transferred into work process oriented educational measures? What are the potentials of digital media and internet to support this work process orientation? How can these potentials be converted into task-oriented learning? (Howe & Knutzen, 2012).
(4) open issues: see below "Conclusions, expected outcomes"
Methodology, Methods, Research Instruments or Sources Used The overall approach of the above mentioned concept (as an example) is the so called Design-Based:Research: DBR characterized the methodical approach of converting the obtained results into work process oriented learning software. The learning software and the accordant task-oriented learning were tested in all learning venues, meaning companies, training centers and vocational schools. In detail following methods were used: (1) Expert workshops: In the first step expert workshops were held. These workshops were moderated by vocational scientists. Experienced master craftsman validated a list of spheres of activities through discussion. The agreed upon list of spheres of activities portrays the researched vocation. (2) Work process analysis: Related to every sphere of activity work process analysis had to be conducted in the second step. This approach is twofold from a methodological perspective. Initially the researcher led a qualitative interview with an experienced skilled worker or craftsman. (3) Online survey: The outcome of this kind of work process oriented learning was finally evaluated by an online survey of apprentices. After accomplishing a task the learners provided feedback relating to the learning software and task -oriented learning by filling in an online questionnaire. Conclusions, Expected Outcomes or Findings Expected outcomes of the round table is to fix (4) "open issues": In our view there is a great need to continue developing the basis of a didactic that will be encompassing and dynamic enough to deal with the complex and varied situation of guidance of the learning process in the VET field. In addition to the variety of context it is equally significant to consider the complexity derived from the various interacting components of the teaching and learning process. More is to be done in creating or continuing developing a didactics that encompasses the complexities of VET considering its different levels and different settings.
Place, publisher, year, edition, pages
Vocational education and training, didactics
Research subject Didactics
IdentifiersURN: urn:nbn:se:su:diva-111070OAI: oai:DiVA.org:su-111070DiVA: diva2:774064
European Conference of Educational Research (ECER), 2013, Istanbul
Contribution to a roundtable chaired by Professor Michael Gessler, University of Bremen, Germany2014-12-222014-12-222014-12-22