Session Information
02 SES 11 C, 02 SES 11 C Pathways and Transitions III: Supporting Apprentices & Students
Paper Session
Contribution
Introduction
The labour market and job descriptions are characterized by a manifold change and goes along with the changes of social as well as economic requirements (Georg 1993; Beck 2010). Coping with the increasing individualization and flexibility of one's own education biography is the task of pupils, so the importance of vocational orientation grows (Hurrelmann 2014; Sennett 2006). In this process, young people have access on personal and institutional guidance, which will help them, among other things, in terms of their knowledge of the labour market, as well as in the ability to reflect their own abilities. At the first passage, in the transition from general to vocational education, a decision by the young people is required by the education system for or against learning a profession, a further school attendance or the taking up of studies (Bührmann/Wiethoff 2013; Benner/John 2011)
Research subject
If this passage is not mastered by the pupils, many find themselves in the pre-vocational programs of the system named “Übergangssystem – transitional system” (Euler/Reemstma-Theis 2010). Regardless of the reasons that have hampered the beginning of vocational training, occupational orientation has a thematic focus in these programs. Within the vocational orientation, not only occupational contents such as the specific requirements of a professional field are relevant, also the social and personal competencies of the young people are decisive for the positive transition into the labor market. Furthermore, the activity of the transitional system will be further enhanced by studies and research, described how challenging e.g. the heterogeneous target group or the objectives of the educational measures for the teaching teachers are (Bylinski 2014; Hecker 2015; Dreer 2013). Within the VET teacher training for vocational schools at universities there is a discussion of this area, in addition to the fact that the frameworks for programs provide only a rough idea and, in the rarest, lesson plans. This raises questions about the way in which the teachers deal with the demands placed on them and the structure of the programs, as the objectives of the programs focus on the inclusion of disadvantaged young people in the labor market.
Research questions
How do teachers at vocational schools meet the requirements within the pre-vocational programs of the transition system?
What specific requirements are placed on teachers in the pre-vocational programs of the transitional system?
What influence do these demands have on the work of the teachers?
Method
In order to be able to answer the question comprehensively, a mixed methods procedure within the qualitative research is accelerated, which is carried out as a specialization design (Hug 2001). Using both qualitative and quantitative methods, existing theoretical assumptions can be examined and theories generated (Brüsemeister 2000; Kelle 2014). The results of the first survey are included in the second and can be supplemented in the evaluation, analysis and interpretation. In order to relate the challenges/requirements in the professional literature to the reality of the teachers mentioned in the scientific literature, these should be collected and compared by the first survey. In the second step, the method of semi-structured expert interviews is used. The preparation of the guideline is based on the one hand on the theoretical basics, on the other hand, the results of the questionnaire survey are included in order to inquire more details. Another added value of the upstream questionnaire survey and the mixed method research design applied is the possible limitation of the guide to the challenges and content within the career orientation. Thus, results that are of particular importance can be included in the interviews. Furthermore, it is possible to classify the results of the interviews or the statements obtained in parts into the overall context with regard to the general statements from the questionnaire survey (Kruse 2014; Friebertshäuser et al. 2013). Here, the experiential knowledge of respondents, their routines of action can be ascertained in everyday life, and one speaks of "practical expert knowledge" (Meuser/Nagel 2013). As an evaluation method, the qualitative content analysis according to Mayring is used, since this is a primarily communication science technique (Hussy et al. 2010), and a content-analytical approach is recommended for the evaluation of guideline interviews, to which the expert interview can be counted. The procedure both in the evaluation of the open parts of the questionnaire, and in the interviews is inductive, the categories are formed along the material, which is justified by the question of the survey. The deductive upper categories of the questionnaire survey are developed along the instrument and are composed of biography, challenges, content of vocational orientation within the vocational orientation and competences of the students, the upper categories of the interview evaluation are developed along the guide and included biography, challenges within the career orientation, content of the Career orientation and professionalization.
Expected Outcomes
The results of the first survey make it possible to reconcile the theoretically relevant requirements with those actually fulfilled in practice. In addition to the content generated by the questionnaire, a theoretical sample for the second survey of expert interviews was derived by collecting the sociodemographic data. Another expected aspect is to get an overview of the work-oriented content in the transition system's programs as well as the strategies and professionalization paths of the teachers involved. Particular emphasis is placed on dealing with disadvantaged young people. What options and methods do teachers use to introduce and integrate the target group into the labor market? The results were obtained as part of the author's dissertation, are currently in the final evaluation phase, so that it is possible to present the final results and conclusions at the conference in September 2019.
References
Brüsemeister, Thomas (2008): Qualitative Research. VS publishing house. Wiesbaden. Flick, Uwe (2014): Quality criteria for qualitative social research. In: Bauer, Nina / Blasius, Jörg (ed.): Manual methods of empirical social research. Springer VS. Wiesbaden, p. 411 - 424. Georg, Walter (1993): Value of Vocational Education and Work - of the Modernity of the Unmodern. In: Lange, U. et al. (Ed.) (2001): Studienbuch Theories of vocational education. Main features of the discussion in the 20th century. Bad Heilbrunn. Hug, Theo (2001): Survey and evaluation of empirical data. In: Hug, Theo (ed.): How does science come to knowledge? Volume 2. Baltmannsweiler, pp. 11-29. Hurrelmann, Klaus (2014): School, and then ?: Challenges in the vocational orientation of students in Germany. Dusseldorf. Online: http://news.bagkjs.de/media/raw/VSDALLENSBACH2014WEB_02.pdf Hussy, Walter; Screamer, Margrit; Echterhoff, Gerald (2010): Research Methods in Psychology and Social Sciences. Springer Verlag. Berlin, Heidelberg. Kelle, Udo (2014): Mixed Methods. In: Bauer, Nina / Blasius, Jörg (ed.): Manual methods of empirical social research. Springer VS. Wiesbaden, pp. 153-166. Kruse, Jan (2014): Qualitative interview research. An integrative approach. Beltz Juventa. Weinheim u. Basel. Lamnek, Siegfried (2010): Qualitative Social Research. 5th, revised edition Weinheim and Basel, Beltz Verlag. Mayring, Philipp (2015): Qualitative content analysis. Basics and techniques. 12th edition. Beltz, Weinheim and Basel. Mayring, Philipp; Frenzl; Thomas (2014): Qualitative content analysis. In: Bauer, Nina / Blasius, Jörg (ed.): Manual methods of empirical social research. Springer VS. Wiesbaden, p. 543 - 556. Meuser, Michael; Nagel, Ulrike (2013): Expert Interviews - Knowledge Sociological Requirements and Methodological Implementation. In: Friebertshäuser, Barbara; Langer, Antje; Prengel, Annedore (ed.): Handbook of Qualitative Research Methods in Educational Science. Beltz Juventa. Weinheim and Basel, p. 457 - 472. Mummenday, Hans Dieter / Grau, Ina (2014): The questionnaire method. Hogrefe. Göttingen and others
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