Lecturer, Tutor, Administrator or Colleague? The pedagogical self concept of German trainers in big companies.

Author(s):

Joanna Burchert

Conference:

ECER 2010

Network:

2. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 09 C, VET, CET, Lifelong Learning

Paper Session

Time:

2010-08-27

08:30-10:00

Room:

P724, Porthania

Chair:

Magdolna Benke

Contribution

In Germany, in-company trainers are responsible for the vocational part of dual education. They were qualificated by a vocational education training as craftsmen, at least five years of experience on the job and, since 1999/ 2009, a training according to the trainer qualification edict. Nonetheless it can be assumed that this technical and pedagogical knowledge is a necessary, but not sufficient base for pedagogical action: Additionally a consciousness concerning the own pedagogical role has to be developed. This concept includes attitudes toward the learners, teaching goals, contents and methods, but also assumptions concerning one own's pedagogical role and institutional affilation. Pedagogical self concepts result from experiences, and they influence acting and relationships. In my dissertation I explore the pedagogical self concepts of young and experienced trainers in big and in small companies.

Method

To explore the trainer's pedagogical self concept I use dilemma questions. The development-psychological assumtion behind this is that each action or attitude is based on the solution of a central conflict. The goal of dilemma questions is to reveal the arguments supporting the chosen solution, which becomes manifest in an attitude e.g. towards apprenticeship. In my methodology each dilemma question represents one aspect of the trainer's pedagogical self concept.

Expected Outcomes

In the presentation I will show up impacts of the trainers' self definitions and apprentice perceptions on didactical approaches. The ideal-typological role definitons of the trainers can be reffered to as "lecturer", "tutor", "administrator" or "colleague".

References

Ebner, H.G. (1997). „Die Ausbildung als Spiegel organisationaler Entwicklungskultur: Empirische Analysen und Zukunftsbilder“. In: Drees, G. & Ilse, F. (Hrsg.). „Arbeit und Lernen 2000: berufliche Bildung zwischen Aufklärungsanspruch und Verwertungsinteressen an der Schwelle zum dritten Jahrtausend“. Band 1 Herausforderung an die Didaktik. S. 231-262. Bielefeld: Bertelsmann. Eurotrainer Konsortium. (2008).“Betriebliches Bildungspersonal. Schlüsselakteure für die Umsetzung des lebenslangen Lernens in Europa“. Bremen. Ilien, A. (2008). „Grundprobleme pädagogischen Handelns“. Wiesbaden: Verlag für Sozialwissenschaften. Institut für Pädagogik und Gesellschaft. (o.J.) „Das Dilemma als Schulungsmittel“. Impulse für Schulungen in der VRO. Kohlberg, L. (1995). „Die Psychologie der Moralentwicklung“. Frankfurt a.M.: Suhrkamp. Kohlberg, L. (2007). „Die Psychologie der Lebensspanne“. Frankfurt a.M.: Suhrkamp. Meister, G. (2005). „Das unterrichtliche Selbstverständnis von LehrerInnen“. Studien zur Schul- und Bildungsforschung Band 21. Wiesbaden: Verlag für Sozialwissenschaften. Müller, K.R., Mechler, M. & Lipowsky, B. (1997). „Verstehen und Handeln im betrieblichen Ausbildungsalltag“. München: Bayrisches Staatsministerium für Arbeit und Sozialordnung, Familien, Frauen und Gesundheit. Oevermann, U. (2002). „Klinische Soziologie auf der Basis der Methodologie der klinischen Hermeneutik – Manifest der objektiv hermeneutischen Sozialforschung“. URL http://www.objektivehermeneutik.de, Zugriff am 13.2.2009. Paul-Kohlhoff, A. (1977). „Betriebliche Position und berufliche Identität des Ausbilders. Ein empirischer Beitrag zur Sozialisation im Betrieb“. Essen, Technische Universität Hannover: Dissertation .

Author Information

Joanna Burchert

Institute Technology and Education

Innovation, Human Ressource Development and Regional Development

Bremen

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