02 SES 05 B, Didactics in VET - Crisis, Demands, Concepts and Open Issues
In this round table four focus points (crisis, demands, concepts and open issues) will be addressed from three different national perspectives (sweden, germany and spain). Answers might be different, but challenges seems 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"
Berglund, I.; Lindberg, V. (2012): Assessment of vocational knowing : experiences from the Swedish pilot project with Upper secondary apprenticeship 2008-2011. Nagoya Repository. Bulletin of Institute of Technology and Vocational Education. Chevallard, Y. (2006): Readjusting Didactics to a Changing Epistemology. European Educational Research Journal, 6 (2). Ghaye, T (2010): Teaching and Learning Through Reflective Practice. London: Routledge. Howe, F.; Knutzen, S. (2012): Entwickeln von Lern- und Arbeitsaufgaben. Konstanz: Christiani-Verlag. Marhuenda, F. (2011): Curricular and Organizational Coordinates Supporting School Dynamics. Revista de Educación, 356. Moreno Herrera, L. (2012): A didactic for Vocational Education and Training? – Critical exploration of the relation between general and subject didactics. Cadiz: ECER-VETNET. Selander, S. (2008): Designs of Learning and the Formation and Transformation of Knowledge in an Era of Globalization. Studies in Philosophy and Education, 27 (4).
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