Teacher's constructions of differences in vocational schools for pedagogical professionals
Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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Trends in vocational education and training research: Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET) . ed. / Christof Nägele; Barbara E. Stalder. Bern: VETNET, 2018. p. 201-207 (VETNET ECER Proceedings).
Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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RIS
TY - CHAP
T1 - Teacher's constructions of differences in vocational schools for pedagogical professionals
AU - Karber, Anke
PY - 2018
Y1 - 2018
N2 - Heterogeneity and inclusion are current concepts in vocational schools for pedagogical professionals. The following article deals with an ongoing research project in the field of teacher education for vocational schools in Germany. As part of a research program for teacher education, this project focuses on processes of creating, working on and reflecting on differences (Sturm, 2016) by (future) teachers. In order to design an inclusive teaching practice, it is important to know more about how teachers construct difference. The fundamental research conducted in the context of this project contributes to filling the gaps of previous empirical findings (Sturm, 2016; Burda-Zoyke & Joost, 2018) and specific demands of socio-educational courses. Given the relatively limited amount previous research on the inclusion-oriented handling of heterogeneity in vocational training, especially in socio-educational programmes, group discussions were conducted with vocational school teachers. In this article, the theoretical and methodological approach is introduced. The article concludes with an outlook on the future implementation of the results and development of teacher education.
AB - Heterogeneity and inclusion are current concepts in vocational schools for pedagogical professionals. The following article deals with an ongoing research project in the field of teacher education for vocational schools in Germany. As part of a research program for teacher education, this project focuses on processes of creating, working on and reflecting on differences (Sturm, 2016) by (future) teachers. In order to design an inclusive teaching practice, it is important to know more about how teachers construct difference. The fundamental research conducted in the context of this project contributes to filling the gaps of previous empirical findings (Sturm, 2016; Burda-Zoyke & Joost, 2018) and specific demands of socio-educational courses. Given the relatively limited amount previous research on the inclusion-oriented handling of heterogeneity in vocational training, especially in socio-educational programmes, group discussions were conducted with vocational school teachers. In this article, the theoretical and methodological approach is introduced. The article concludes with an outlook on the future implementation of the results and development of teacher education.
KW - Educational science
UR - https://www.amazon.de/Trends-Vocational-Education-Training-Research/dp/1723598003
UR - https://doi.org/10.5281/zenodo.1319718
UR - https://doi.org/10.5281/zenodo.1319673
U2 - 10.5281/zenodo.1319673
DO - 10.5281/zenodo.1319673
M3 - Article in conference proceedings
SN - 978-1-72359-800-5
T3 - VETNET ECER Proceedings
SP - 201
EP - 207
BT - Trends in vocational education and training research
A2 - Nägele, Christof
A2 - Stalder, Barbara E.
PB - VETNET
CY - Bern
T2 - European Commission on Educational Research - ECER 2018
Y2 - 3 September 2018 through 7 September 2018
ER -