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的后续行动，并借鉴了在其他项目(DFG Ni 606/6-1；AQuaKom)中获得的经验。该项目的总体目标是：1.建立职业能力模型，分析木匠学徒在培训结束时的能力结构。该模型将包含认知和动机方面，并将区分常规和非常规任务。2.建立一个解释模型，说明学徒在接受了三年的职业教育和培训后，不同的能力水平。几个认知和动机预测因素将被纳入该模型。此外，课程焦点的影响和教学质量的其他重要方面也被考虑在内。本研究的理论基础是：(1)孙S(2006年)的克拉里昂模型区分了动作中心认知和非动作中心认知，两者都与动机和元认知子系统不断交互作用；(2)阿克曼·S关于技能习得的理论(1992年)；(3)其他关于技术领域能力模型的研究结果，支持了克拉里昂模型中的假设。在我们以前的项目(Ni 606/7-1)中，重点放在学徒第一年的培训上，这是基于针对所有建筑行业(例如木匠、砖匠、耕匠等)的一个课程。在第一年结束时，我们的发现表明了一个四维的能力结构(专业问题解决技能的一个维度和专业知识的三个子维度)。目前尚不清楚这种能力结构在培训过程中是否保持稳定。可以假设，当关注以行动为中心的任务时，专业知识的子维度显示出比考虑到非以行动为中心的任务时更高的相关性。同样，当考虑常规或非常规任务时，可以预期相关性不同。我们的第二个重点是开发一个解释模型，解释成就较高的学徒和成就较低的学徒之间的差异。这里将考虑认知能力、专业(前)知识、教学质量、课程重点和学徒的个人动机。

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.