Professional competence of carpenter apprentices at the end of vocational training. A study on competence modelling and competence development

这里介绍的项目是DFG项目Ni 606/7-1的后续项目，并借鉴了其他项目（DFG Ni 606/6-1; Aubrikom）的经验。该项目的总体目标是：1。建立职业能力模型，分析木工学徒培训结束时的能力结构。该模型将包括认知和动机方面，并将区分常规和非常规任务。2.在三年职业教育和培训后，为学徒的不同能力水平生成一个解释性模型。几个认知和动机的预测因素将被纳入模型。此外，课程焦点和教学质量的其他重要方面的影响也被考虑在内。我们的理论思考是基于（1）Sun的行为中心认知模型（2006），该模型区分了行为中心认知和非行为中心认知，两者都与动机和元认知子系统不断相互作用，（2）阿克曼的技能获得理论（1992）和（3）技术领域能力建模的其他研究成果。这支持了模型中的假设。在我们之前的项目（Ni 606/7-1）中，重点是学徒的第一年培训，这是基于所有建筑行业（例如木匠，瓦工，瓦工等）的一个课程。在第一年结束时，我们的研究结果表明，四维能力结构（一个维度的专业问题解决技能和专业知识的三个子维度）。目前尚不清楚这种能力结构是否在培训过程中保持稳定。可以假设，专业知识的子维度显示出更高的相关性时，专注于以行动为中心的任务比非行动为中心的任务被考虑在内。类似地，可以预期，当考虑常规或非常规任务时，相关性不同。我们的第二个重点是开发一个解释性模型，解释高成就学徒和低成就学徒之间的差异。认知能力，专业（前）知识，教学质量，课程重点和学徒个人的动机将在这里考虑。

The project that is presented here is a follow-up to the DFG project Ni 606/7-1 and is drawing on experiences gained in other projects (DFG Ni 606/6-1; AQuaKom). The overarching aims of the project are: 1. To develop a model of professional competence, analysing the competence structure of carpenter apprentices at the end of their training. The model will embrace cognitive and motivational aspects and will distinguish between routine and non-routine tasks. 2. To generate an explanatory model accounting for the apprentices different competence levels after three years of vocational education and training. Several cognitive and motivational predictors will be incorporated into the model. Besides, effects of curricular foci and other important aspects of instructional quality are taken into account. Our theoretical considerations are based on (1) Sun s CLARION-model (2006), which distinguishes between action-centred cognition and non-action-centred cognition, both being in constant interaction with the motivational and the meta-cognitive subsystem, (2) Ackerman s theory on skill acquisition (1992) and (3) other research findings on competence modelling in technical domains, which supported the assumptions made in the CLARION-model. In our previous project (Ni 606/7-1) the focus was on the apprentices first year of training, which is based on one curriculum for all building trades (e.g. carpenters, bricklayers, tilers etc.). At the end of the first year, our findings indicate a four-dimensional competence structure (one dimension of professional problem-solving skills and three sub-dimensions of professional knowledge). It is yet unknown whether this competence structure remains stable over the course of the training. It might be assumed that the sub-dimensions of professional knowledge show higher correlations when focusing on action-centred tasks than when non-action-centred tasks are taken into account. Similarly, it can be expected that correlations differ when routine or non-routine tasks are considered. Our second focus is on developing an explanatory model that accounts for the differences between higher and lower achieving apprentices. Cognitive abilities, professional (pre-) knowledge, instructional quality, curricular foci and the apprentices individual motivation will be considered here.