Session Information
02 SES 14 A, Teachers & Trainers V: Quality Education and Training
Paper Session
Contribution
Various political announcements and scientific publications refer to the need to qualify training professionals in the context of VET-ESD. Teachers and trainers have a key function when it comes to the implementation of sustainability in society (e.g. Michelsen/ Grunenberg/ Rode 2012; Mohorič 2014; Reichwein 2015; Deutsche UNESCO-Kommission e.V. 2014; Nationale Plattform Bildung für nachhaltige Entwicklung 2017). Despite the strong need to establish sustainability throughout the educational system, a great lack in vocational training is that the VET-ESD "has not yet developed a strategy to use the key function of vocational training professionals" (Mohorič 2014, p. 190), although teachers and trainers are regarded as decisive protagonists in establishing the idea of sustainable development in society (Michelsen/ Grunenberg/ Rode 2012, p. 30).
In the 17 Sustainable Development Goals (SDGs) set by the international community, Objective 4.7 of SDG 4 deals specifically with issues related to ESD. Also the Global Action Programme (GAP) on ESD, the follow- up programme to the Decade of ESD (2005-2014), seeks to generate and scale-up ESD and to accelerate progress towards sustainable development. Five fields of action have been identified to promote Education for Sustainable Development (ESD), one of them being dedicated to teachers and trainers, who are identified as the most important actors when it comes to "implementing the purpose of sustainable development into education and teaching learning" (Deutsche UNESCO-Kommission e.V. 2014, p. 35f). Accordingly, the trainers and teachers need to be qualified as multipliers for ESD. The special task of trainers and teachers in industrial and technical vocational education is to "empower the next generations of industrial and skilled workers to produce and use products and services in a more environmentally and socially compatible way" (Vollmer 2013, p. 1). Thus, professionally trained teachers and trainers are required in a sustainable working world. However, until now, neither VET practice nor VET research has established any substantial ideas on how to professionalize teachers and trainers.
This paper accepts this challenge by dealing with the professionalization of vocational school teachers for the implementation of VET-ESD. The contribution tries to give answers of the following questions:
- Which competences do vocational teachers and trainers generally need because of VET-ESD?
- What competencies do they already have? How can these competencies be taken into account?
- How should in-service teachers be professionalized?
A generic model of a professional competence by Kunter et al. (2011) serves as a theoretical framework for competencies. This model defines four areas of competence. In addition to professional knowledge („pedagogical knowledge“, „content knowledge“ and „pedagogical content knowledge“) classified by Shulman 1986, it also takes into account the value commitments and beliefs, motivational orientations and perceived self-efficacy as significant competences of professionalized teachers (Baumert/ Kunter 2006). Kunter et al.’s model forms the basis for an empirical-analytical investigation. As a theoretical framework it aims at making recommendations in the form of design principles on how sustainability-oriented professional competences should be promoted among vocational teachers and trainers.
Method
This forthcoming presentation focuses primarily on basic methodological assumptions based on the design-based research approach. In simplified terms, this approach aims to solve problems of pedagogical practice through scientific support and at the same time to develop context-sensitive theories for professionalizing educational teachers and trainers. Therefore, the aim of the research project are "medium-range innovations" which are developed and tested in selected social fields of vocational training practice within the framework of "science-practice communication" (Euler 1994, p.238ff.) and which can be transferred to comparable fields (DIETTRICH 2012, p.89). "The goals of design research are twofold, first to solve real world problems through the development of effective interventions and second to reveal reusable design principles" ( MCKENNY/ REEVES 2014, p.142). According to these assumptions, the focus should be on so-called “design principles”. They have a dual function: On the one hand, they are incorporated into the research process as provisional prescriptive statements of theory-based assumptions about the effectiveness of didactic-methodological innovations. On the other hand, they are in context-tested and evaluated results that represent communicable “technological theories” (RAATZ 2016, p.46). In order to achieve this goal, the present research has combined more than two methods. In the sense of a mixed method design, both quantitative and qualitative instruments were combined. Therefore was chosen a sequential approach, which was designed as an “explanatory design model” ( MAYRING 2001; KUCKARTZ 2014, 78f.). In line with this design, a quantitative approach was initially conducted as a survey study, which was supplemented by a qualitative evaluation study.
Expected Outcomes
As a result, this contribution presents a theoretical and practical output. The theoretical output consists of clarifying findings on the development of professional sustainability-oriented competence among vocational teachers and trainers as well as design principles for the implementation of VET-ESD in further education. The practical output consists of a scientifically based concept that enables vocational school teachers and trainers to implement VET-ESD in their own teaching. The results will focus on specific aspects of a sustainability-oriented competence, which are regarded as essential for the qualification of vocational school teachers and trainers to implement VET-ESD through further education. With regard to professionalization of vocational teachers and trainers for, design principles are set out as recommendations to develop and implement VET-ESD into further training and which have an impact on the promotion of the professional competence of vocational teachers and trainers.
References
BAUMERT, J./ KUNTER, M. (2006): Stichwort: Professionelle Kompetenz von Lehrkräften. In: Zeitschrift für Erziehungswissenschaft 9, H. 4, S. 469–520. DEUTSCHE UNESCO-KOMMISSION E.V. (2014): UNESCO-Roadmap zur Umsetzung des Weltaktionsprogramms "Bildung für nachhaltige Entwicklung". Bonn. DIETTRICH, A. (2012): Die Transferdiskussion in der Modellversuchsforschung im Spannungsfeld pluraler Interessen und Qualitätserwartungen. In: SEVERING, E./WEIß, R. (Hrsg.): Qualitätsentwicklung in der Berufsbildungsforschung. 1. Aufl. Bielefeld, S. 89–104. KUCKARTZ, U. (2014): Mixed Methods. Methodologie, Forschungsdesigns und Analyseverfahren. Wiesbaden. KUNTER, M./ BAUMERT, J./ BLUM, W./ NEUBRAND, M. (Hrsg.) (2011): Professionelle Kompetenz von Lehrkräften. Ergebnisse des Forschungsprogramms COACTIV. Münster. MAYRING, P. (2001): Kombination und Integration qualitativer und quantitativer Analyse. In: Forum Qualitative Sozialforschung (Online Journal) 2, H. 1. Online: http://nbn-resolving.de/urn:nbn:de:0114-fqs010162. MCKENNY, S./ REEVES, T. C. (2014): Methods of evaluation and retlection in design research. In: EULER, D./SLOANE, P. F.E (Hrsg.): Design-Based Research. 1. Aufl. Stuttgart, S. 141–152. MICHELSEN, G./ GRUNENBERG, H./ RODE, H. (2012): Greenpeace Nachhaltigkeitsbarometer - Was bewegt die Jugend? Ergebnisse der bundesweiten Repräsentativbefragung und einer qualitativen Explorativstudie, Juni-Juli 2011. Bad Homburg. MOHORIČ, A. (2014): Berufsbildung für nachhaltige Entwicklung - Das Bundesinstitut für Berufsbildung als Akteur und Moderator bei der Gestaltung des Transfers der Modellversuchsergebnisse. In: KUHLMEIER, W./MOHORIČ, A./VOLLMER, T. (Hrsg.): Berufsbildung für nachhaltige Entwicklung. Modellversuche 2010 - 2013: Erkenntnisse, Schlussfolgerungen und Ausblicke. Bielefeld, S. 183–196. NATIONALE PLATTFORM BILDUNG FÜR NACHHALTIGE ENTWICKLUNG (2017): Nationaler Aktionsplan Bildung für nachhaltige Entwicklung. Der deutsche Beitrag zum UNESCO-Weltaktionsprogramm. Online: http://www.bne-portal.de/sites/default/files/downloads/publikationen/nationaler_aktionsplan_bne_2017_09_27.pdf. RAATZ, S. (2016): Entwicklung von Einstellungen gegenüber verantwortungsvoller Führung. Eine Design-based Research Studie in der Executive Education. 1. Aufl. Wiesbaden. REICHWEIN, W. (2015): Berufsbildung für eine nachhaltige Entwicklung in Unternehmen. Eine explorative Studie am Beispiel der industriellen Elektroberufe. Berlin Shulman, L. S. (1986): Those who understand: Knowledge growth in teaching. In: Educational Researcher, Vol. 15, No. 2, 4-14. VOLLMER, T. (2013): Generation Nachhaltigkeit – Überlegungen über Perspektiven der elektro- und metalltechnischen Berufsbildung. In: bwpa@ Berufs- und Wirtschaftspädagogik-Online 2013, Fachtagung 8, S. 1–27. Online: http://www.bwpat.de/ht2013/ft08/vollmer_ft08-ht2013.pdf. (08.01.2015).
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