VET Teacher Education - a Co-Constructive Design Process

Robert Hantsch; Harald Hantke

VET Teacher Education - a Co-Constructive Design Process

Research output: Journal contributions › Journal articles › Research › peer-review

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VET Teacher Education - a Co-Constructive Design Process. / Hantsch, Robert; Hantke, Harald.
In: International Journal of Vocational Education Studies, Vol. 2024, No. 2, 2024.

Research output: Journal contributions › Journal articles › Research › peer-review

Bibtex

@article{1656be3fb7134503bcd83ecf17eb5e60,

title = "VET Teacher Education - a Co-Constructive Design Process",

abstract = "VET (vocational education and training) teacher education is intended to foster professional competence and continuous learning for teachers throughout their careers. Even though teacher education in Germany is anchored in subject-specific sciences, subject-specific didactics (vocational), educational sciences, and practical experience, fragmentation and discontinuity persist. The article addresses these challenges in a systematic manner, integrating structures, content, and stages to achieve coherence. Using a case study from the federal state of Mecklenburg-Vorpommern, we identify, understand, and propose solutions for improving coherence in VET teacher education. Through a design-based research approach, we propose prototypes for cross-stage and cross-institutional collaboration, emphasizing the need for such partnerships to address issues of coherence.",

keywords = "Berufliche Bildung, Erziehungswissenschaften",

author = "Robert Hantsch and Harald Hantke",

year = "2024",

language = "Deutsch",

volume = "2024",

journal = "International Journal of Vocational Education Studies",

issn = "2940-3790",

publisher = "transcript Verlag",

number = "2",

}

RIS

TY - JOUR

T1 - VET Teacher Education - a Co-Constructive Design Process

AU - Hantsch, Robert

AU - Hantke, Harald

PY - 2024

Y1 - 2024

N2 - VET (vocational education and training) teacher education is intended to foster professional competence and continuous learning for teachers throughout their careers. Even though teacher education in Germany is anchored in subject-specific sciences, subject-specific didactics (vocational), educational sciences, and practical experience, fragmentation and discontinuity persist. The article addresses these challenges in a systematic manner, integrating structures, content, and stages to achieve coherence. Using a case study from the federal state of Mecklenburg-Vorpommern, we identify, understand, and propose solutions for improving coherence in VET teacher education. Through a design-based research approach, we propose prototypes for cross-stage and cross-institutional collaboration, emphasizing the need for such partnerships to address issues of coherence.

AB - VET (vocational education and training) teacher education is intended to foster professional competence and continuous learning for teachers throughout their careers. Even though teacher education in Germany is anchored in subject-specific sciences, subject-specific didactics (vocational), educational sciences, and practical experience, fragmentation and discontinuity persist. The article addresses these challenges in a systematic manner, integrating structures, content, and stages to achieve coherence. Using a case study from the federal state of Mecklenburg-Vorpommern, we identify, understand, and propose solutions for improving coherence in VET teacher education. Through a design-based research approach, we propose prototypes for cross-stage and cross-institutional collaboration, emphasizing the need for such partnerships to address issues of coherence.

KW - Berufliche Bildung

KW - Erziehungswissenschaften

M3 - Zeitschriftenaufsätze

VL - 2024

JO - International Journal of Vocational Education Studies

JF - International Journal of Vocational Education Studies

SN - 2940-3790

IS - 2

ER -

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