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Promoting vocational education-related standards of behaviour in classroom teaching in pre-vocational training measures (FöABv)

在职前培训措施中促进课堂教学中与职业教育相关的行为标准（FöABv）

基本信息

批准号：
376696319
负责人：
Professor Dr. Marc Thielen
金额：
--
依托单位：
Institut für Sonderpädagogik
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2017
资助国家：
德国
起止时间：
2016-12-31 至 2019-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/376696319?language=en
关键词：
Promoting vocational education related standards

项目摘要

This research project aims at analysing in what way standards of behaviour which are considered as prerequisite for entering vocational training are promoted in classroom teaching in pre-vocational training measures. Especially in respect of young people not in possession of an intermediate school-leaving certificate («mittlerer Bildungsabschluss»), - an overrepresented group in transitional education measures from general schooling to vocational education - training companies pay particular attention to work habits and social behaviour. At the same time, the behavioural problems often mentioned by employers are interpreted in terms of a lack of «apprenticeship entry maturity», which is to be compensated for in pre-vocational training measures. In this context, this project will examine how work habits and social behaviours are situationally produced, negotiated and processed as a relevant subject matter of promotion in classroom teaching. The focus is on the question of how the line is drawn between behaviour that is considered appropriate for vocational settings and behaviour that is seen as inappropriate in pre-vocational training measures. Of particular interest is, which normative constructions that are associated with those mentioned standards of behaviour are situationally expressed. Following the Foucauldian approach to power relations, this project addresses normalizing and disciplinary as well as modes of subjectivation found in pre-vocational training measures. The methodology applied is based on participant observation in class, an ethnographic research strategy thus far rarely employed in pre-vocational training measures. Owing to this, it is possible to synchronically accompany and analyse practices to promote vocational education-related standards of behaviour in specific situations and interactions. This approach takes the heterogeneity among institutions of pre-vocational training into account. By contrasting an educational programme provided by a vocational school that is regulated by state law with an educational offer provided by an educational institution that is governed by the German Social Welfare Code ( «Sozialgesetzbuch III»), those practices are identified and analysed which are significant across institutions. The project aims at generating a «grounded theory» on the logic of practices. These are applied to promote those work performances and social behaviours that are considered vital for entering vocational training. Hence, this project contributes to setting up an empirically based modelling of a specific classroom order in pre-vocational training measures in the transitional system.

这一研究项目旨在分析在职前培训措施的课堂教学中如何促进被视为进入职业培训先决条件的行为标准。特别是对于没有中学毕业证书的年轻人-这是从普通学校到职业教育的过渡教育措施中人数过多的群体-培训公司特别注意工作习惯和社会行为。与此同时，雇主经常提到的行为问题被解释为缺乏“学徒入职成熟度”，这将在职前培训措施中得到补偿。在此背景下，本项目将研究工作习惯和社会行为如何作为课堂教学中促进的相关主题在情境中产生、协商和处理。重点是如何在被认为适合职业环境的行为和被认为不适合职前培训措施的行为之间划定界限的问题。特别令人感兴趣的是，与这些提到的行为标准相关联的规范性结构是情境表达的。该项目遵循福柯对权力关系的处理方法，探讨职前培训措施中的规范化和纪律化以及主观化模式。所采用的方法是基于课堂参与观察，迄今为止很少在职前培训措施中采用的人种学研究策略。因此，有可能同步伴随和分析各种做法，以促进在具体情况和互动中与职业教育有关的行为标准。这种做法考虑到了职前培训机构之间的异质性。通过对比由国家法律规定的职业学校提供的教育计划与由德国社会福利法（«Sozialgesetzbuch III»）管理的教育机构提供的教育机会，确定并分析了这些做法在各机构中具有重要意义。该项目旨在产生一个关于实践逻辑的“扎根理论”。这些措施被用来促进那些被认为对进入职业培训至关重要的工作业绩和社会行为。因此，该项目有助于建立一个基于经验的模型，在过渡系统中的职前培训措施的具体课堂秩序。