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Research field

Vocational Learning and Teaching

Action-oriented and work-process-oriented pedagogy, learning and work tasks, learning situations and learning pathways, work-based and workplace-oriented learning, continuing vocational education, professional development of educational staff, cooperation among learning venues and training partnerships, educational management and human resource development; evaluation and transfer of vocational teaching and learning arrangements

This field of research investigates the design, testing and evaluation of vocational teaching-learning arrangements in initial training, continuing training and learning in the work process. Its focus is on how vocational action competence can be built, deepened and reflected upon through action- and work-process-oriented didactics – for example via learning and work tasks, learning situations, learning pathways, micro-learning and workplace-related continuing training. The object of study is not media or technology as such, but their didactic embedding in training and classroom practice. The research field addresses the professionalisation of teachers, trainers, continuing-training mentors and in-company training staff, as well as the conditions for successful implementation in companies, vocational schools, inter-company training centres and international learning contexts. This includes cooperation between learning venues, training partnerships, guidance and support for learners, and education management/HRD. The aim is a vocational education and training that enables skilled workers to take responsible part in shaping work and that provides practicable, transferable concepts for educational institutions and companies.

Research questions

  1. How can learning and work tasks, learning situations and learning pathways be designed so that vocational action competence is built, deepened and reflected upon?

  2. Under which conditions does work-based and workplace-related learning succeed in companies, and how can it be supported didactically?

  3. What effects do action- and work-process-oriented teaching-learning arrangements have on learning motivation, competence development and transfer into work practice?

  4. How must teachers, trainers and in-company training staff be professionalised in order to guide and support learning in the work process?

  5. How can cooperation between learning venues – companies, vocational schools and inter-company training centres – be designed so that learning processes build on one another?

  6. Which formats of continuing vocational training – such as micro-learning, mentoring or learning guidance – are effective for which target groups and learning objectives?

  7. How can tested teaching-learning concepts be evaluated and prepared so that they are transferable to other educational institutions, companies and international contexts?

Projects

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