Teachers and trainers in dual vocational training as change agents for sustainable development!? – Questions on the professionalisation of in-company trainers and vocational school teachers
Research output: Contributions to collected editions/works › Chapter › peer-review
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Sustainability in Vocational Education and Training – National and International Experiences. ed. / Ralf Hermann; Hannelore Kress; Julia Olesen. Opladen: Verlag Babara Budrich, 2024. p. 185-193 (BIBB Specilist papers on Vet).
Research output: Contributions to collected editions/works › Chapter › peer-review
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RIS
TY - CHAP
T1 - Teachers and trainers in dual vocational training as change agents for sustainable development!? – Questions on the professionalisation of in-company trainers and vocational school teachers
AU - Hantke, Harald
AU - Kiepe, Karina
PY - 2024
Y1 - 2024
N2 - This article addresses the role of in-company trainers and vocational school teachers in fostering sustainable development within Germany‘s dual vocational education and training system. While there is limited pedagogical preparation for in-company trainers, vocational school teachers undergo extensive professionalisation. However, integration of sustainability aspects in their curriculum remains minimal. Both learning venues, vocational schools and companies, pose challenges to their teaching and training staff and to their role as change agents for sustainable development. To enhance the effectiveness, structural changes in resource allocation and sustained professional development are imperative in both settings. State-funded programmes and curriculum reforms are suggested to fortify teacher preparation for sustainable development, vital in shaping a responsible and equitable future.
AB - This article addresses the role of in-company trainers and vocational school teachers in fostering sustainable development within Germany‘s dual vocational education and training system. While there is limited pedagogical preparation for in-company trainers, vocational school teachers undergo extensive professionalisation. However, integration of sustainability aspects in their curriculum remains minimal. Both learning venues, vocational schools and companies, pose challenges to their teaching and training staff and to their role as change agents for sustainable development. To enhance the effectiveness, structural changes in resource allocation and sustained professional development are imperative in both settings. State-funded programmes and curriculum reforms are suggested to fortify teacher preparation for sustainable development, vital in shaping a responsible and equitable future.
KW - Lifelong Learning
KW - sub-politcs
KW - resonance
KW - alienation
KW - acceleration
KW - growth
KW - sustainability
KW - vocation education
KW - critique
KW - transformation
UR - https://d-nb.info/1352839881
M3 - Chapter
SN - 978-3-8474-2832-9
T3 - BIBB Specilist papers on Vet
SP - 185
EP - 193
BT - Sustainability in Vocational Education and Training – National and International Experiences
A2 - Hermann, Ralf
A2 - Kress, Hannelore
A2 - Olesen, Julia
PB - Verlag Babara Budrich
CY - Opladen
ER -