Doktorarbeit: Kompetenzerwerb in der Beratung

Kompetenzerwerb in der Beratung

Studie zur Rekonstruktion von Lernprozessen in einer systemischen Beraterfortbildung

Studien zur Erwachsenenbildung, volume 43

Hamburg , 378 pages

ISBN 978-3-8300-9092-2 (print)
ISBN 978-3-339-09092-8 (eBook)

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Based on theoretical conceptions of competence in counseling and the acquisition of competence, the dissertation intends to analyze the process of acquiring competences in systemic therapy. The study explores new knowledge about the acquisition of competence in counseling. It aims to provide answers on how forms of learning and the development of professional competence are interrelated. The research took place in a systemic consultant training. For the empirical study, an exploratory design based on reconstructive research methods was chosen. Building on a series of preliminary studies that were performed to approach the field of research, a major study with narrative interviews taking place in the middle and at the end of the training was designed. The analysis of the data was based on the documentary method of interpretation using linguistic analysis heuristics.

The empirical reconstructions were able to identify specific patterns in the acquisition of competence in counseling and the description of individual learning strategies. It was repeatedly documented that, apart from acquiring declarative, procedural and experience-based knowledge, it is the development and promotion of self-knowledge and self-organization in particular which supports the development of competence in counseling. On that basis, learners can experience self-efficacy and take on a professional attitude, which allows emergence in counselling settings and supports the client's self-organization. The study clearly documents that learning always engages with the environment in which it takes place. Learning motivation and the transfer of learning to the workplace were identified as key factors for successful learning. As a consequence, learning spaces should be designed in a way that appeals to learners' subjective systems of relevance and provides them with the opportunity to construct their knowledge and abilities individually. The social context of learning and the personality of the trainers also play a significant role in the learning process. Moreover, the results of the study show that trainers can refer to the theory of self-organizing systems and the generic principles derived from them for the monitoring and the control of learning processes.

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