Doktorarbeit: Das Lernfeldkonzept der beruflichen Bildung im Spannungsverhältnis zwischen bildungstheoretischem Potenzial und bildungsplanerischer und didaktischer Implementierung

Das Lernfeldkonzept der beruflichen Bildung im Spannungsverhältnis zwischen bildungstheoretischem Potenzial und bildungsplanerischer und didaktischer Implementierung

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Studien zur Berufspädagogik, volume 61

Hamburg , 526 pages

ISBN 978-3-339-12964-2 (print) |ISBN 978-3-339-12965-9 (eBook)

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The introduction of the learning field-structured framework curricula for vocational schools in 1996 was the largest curriculum reform project ever undertaken in the Federal Republic of Germany. With the learning field concept, the Standing Conference of the Ministers of Education and Cultural Affairs of the States in the Federal Republic of Germany (KMK) attempted to transform the guiding idea of modern vocational education and training by “enabling people to help shape the world of work in socially, ecologically and economically responsible manner” into vocational education and training practice. The thesis examines whether and how it has been possible to replace the traditional subject system and to implement the new potential of the learning field concept.

The potential of the design-oriented learning field approach lies in the operationalization of the above-mentioned central idea. In 1991, the KMK included this guiding idea as an educational objective in the framework agreement of the vocational school on the recommendation of the Enquete- Commission of the German Bundestag "Future Education Policy - Education 2000". For the translation of guiding ideas and educational objectives into VET practice, VET research recommends the development of a competency model. However, the KMK has failed to take this important development step.

It was not until the Hessian innovation project KOMET that the method of holistic competence diagnostics (2007 to 2010) succeeded in didactically implementing the learning field concept and transferring the guiding idea of vocational education into vocational training practice. This paper describes how teachers and trainers succeed in this implementation.

The findings of this paper also indicate that sustainable effects of innovation projects can only succeed if the innovation leaders of vocational education and training policy and administration, vocational education and training research as well as vocational education and training practice work together hand in hand. These conditions for success were not met when the learning field approach was introduced.

However, if teachers and trainers adopt the KOMET competence model as a didactic model, a sustainable implementation of the learning field approach can succeed. In this paper, they will find expedient measures for the control and design of vocational learning in order to increase the quality of teaching in the sense of the KMK reform process.

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