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.

在教育系统中素质发展途径多样化的基础上，旨在通过质量保证的相关程序收集和重构教学从业人员职业经验的认识论价值。这一研究意图是基于这样一个假设，即对现状的回顾以及质量发展中心程序的进一步发展取决于参与质量保证的教学实践者的系统考虑。本研究采用多视角实验设计，即文献分析、专家访谈和小组讨论，其中心是教育系统的四个部门：小学、中学（高中）、继续教育和社会工作/社会教育学。通过选择这些部门以及在这些领域工作的托儿所/学前教师、高中教师、培训师/教育工作者和社会工作者/社会教育工作者，其目的是捕捉终身学习的教学组织系统的整个范围。因此，比较职业群体和组织研究能够克服教育质量研究中常见的、强烈的部门聚焦视角。分析主要是考虑到两个观点的重叠：处理质量发展方法获得的职业经验对教学雇员的专业化有什么相关性，以及它们在多大程度上与组织行政层面的发展相关？本研究的预期研究成果是找出质量发展进程的一般机制，并记录质量保证作为一种反身机制的理论变化。与此同时，比较方法提供了根据其他部门的知识和见解为一个部门制定建设性经验规则和指导方针的机会。组织学习的隐性意图已经在数据收集即小组讨论中实现。这种收集数据的方法的参与者被呈现在一个地方，在那里他们可以命名处理质量保证程序的建设性模式。