Quality developments in the educational system: Variations of a reflexive mechanism. About the epistemological value of experiences with quality assurance procedures in the pedagogical system of lifelong learning.

教育系统的质量发展：反射机制的变化。

• 批准号: 428976926
• 负责人: Professor Dr. Dieter Nittel
• 金额: --
• 依托单位: Arbeitsbereich Erwachsenenbildung und erziehungswissenschaftliche Professionsforschung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/428976926?language=en
• 关键词: Quality; developments; educational; system; Variations

On the basis of the diversification of quality development approaches in the educational system it is intended to collect and reconstruct the epistemological value of occupational experiences of pedagogical practitioners with relevant procedures of quality assurance. This research intention is based on the assumption that a review of the current situation as well as the further development of central procedures of quality development depend on the systematical consideration of the pedagogical practitioners involved in quality assurance. In the center of this study - which applies a multiperspective experiment design, i. e. analysis of documents, interviews with experts and group discussions - are four sectors of the educational system: elementary field, secondary schools (high schools), further education and social work/social pedagogy. With the selection of these sectors and of the nursery/preschool teachers, high school teachers, trainers/educators and social workers/social education workers working in these areas, it is aimed to capture the whole spectrum of the pedagogical organized system of lifelong learning. Therefore, comparative occupational group and organizational research is able to overcome the common, strongly sector-focused perspective in educational quality research. The analysis is primarily conducted taking into account the overlap of two perspectives: What relevance do occupational experiences gained handling with quality development approaches have for the professionalization of pedagogical employees and to what extent are they of relevance for the development of the administrative level of the organization? The expected research outcome of this study is to identify generalizable mechanisms of the quality development progress and to record the theoretical variations of quality assurance as a reflexive mechanism in an inventory list. At the same time the comparative approach provides the opportunity to develop constructive rules of thumb and guidelines for one sector based on the knowledge and insight of other sectors. The implicit intention of organizational learning is already realized in the data gathering, i. e. the group discussions. The participants of this method of collecting data are presented with a place where they can name constructive modes of handling quality assurance procedures.

根据教育系统中质量发展方法的多样化，它旨在通过相关的质量保证程序来收集和重建教学实践者职业经验的认识论价值。这项研究意图是基于以下假设：对当前状况的审查以及质量发展中心程序的进一步发展取决于对参与质量保证的教学实践者的系统考虑。在这项研究的中心 - 应用多效实验设计i。 e。对文档的分析，对专家的访谈和小组讨论 - 是教育体系的四个部门：小学，中学（高中），进一步的教育和社会工作/社会教学法。随着这些部门和托儿所/学龄前教师的选择，高中教师，培训师/教育者和社会工作者/社会教育工作者在这些地区工作，旨在捕捉终身学习的教学组织系统的全部范围。因此，比较职业小组和组织研究能够克服教育质量研究中常见的，强烈的以部门为中心的观点。该分析主要考虑到两种观点的重叠：与教学雇员的专业化相关的职业经验有哪些相关性，以及他们与组织的行政层面的发展有什么意义？这项研究的预期研究结果是确定质量发展进步的可推广机制，并将质量保证的理论变化记录为库存清单中的反射机制。同时，比较方法为基于其他部门的知识和见识而为一个部门制定建设性的经验法则和准则提供了机会。组织学习的隐含意图已经在数据收集中实现。 e。小组讨论。收集数据方法的参与者介绍了一个可以命名处理质量保证程序的建设性模式的地方。