Teacher's constructions of differences in vocational schools for pedagogical professionals

Research output: Contributions to collected editions/worksArticle in conference proceedingsResearch

Standard

Teacher's constructions of differences in vocational schools for pedagogical professionals. / Karber, Anke.
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/worksArticle in conference proceedingsResearch

Harvard

Karber, A 2018, Teacher's constructions of differences in vocational schools for pedagogical professionals. in C Nägele & BE Stalder (eds), Trends in vocational education and training research: Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET) . VETNET ECER Proceedings, VETNET, Bern, pp. 201-207, European Commission on Educational Research - ECER 2018, Bozen, Italy, 03.09.18. https://doi.org/10.5281/zenodo.1319673

APA

Karber, A. (2018). Teacher's constructions of differences in vocational schools for pedagogical professionals. In C. Nägele, & B. E. Stalder (Eds.), Trends in vocational education and training research: Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET) (pp. 201-207). (VETNET ECER Proceedings). VETNET. https://doi.org/10.5281/zenodo.1319673

Vancouver

Karber A. Teacher's constructions of differences in vocational schools for pedagogical professionals. In Nägele C, Stalder BE, editors, Trends in vocational education and training research: Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET) . Bern: VETNET. 2018. p. 201-207. (VETNET ECER Proceedings). doi: 10.5281/zenodo.1319673

Bibtex

@inbook{b018a6789a914a568061ea015210a546,
title = "Teacher's constructions of differences in vocational schools for pedagogical professionals",
abstract = "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.",
keywords = "Educational science",
author = "Anke Karber",
year = "2018",
doi = "10.5281/zenodo.1319673",
language = "English",
isbn = "978-1-72359-800-5",
series = "VETNET ECER Proceedings",
publisher = "VETNET",
pages = "201--207",
editor = "Christof N{\"a}gele and Stalder, {Barbara E.}",
booktitle = "Trends in vocational education and training research",
address = "Switzerland",
note = "European Commission on Educational Research - ECER 2018 : Inclusion and Exclusion, Resources for Educational Research? , ECER ; Conference date: 03-09-2018 Through 07-09-2018",
url = "https://eera-ecer.de/previous-ecers/ecer-2018-bolzano/, https://eera-ecer.de/previous-ecers/ecer-2018-bolzano/",

}

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 -

Links

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