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

本研究项目旨在分析在职前培训措施中，如何在课堂教学中促进被视为进入职业培训的先决条件的行为标准。特别是对于没有中级学校毕业证书的年轻人（在从普通学校到职业教育的过渡教育措施中占很大比例），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“学徒入门成熟度”，这将在职业前培训措施中得到补偿。在这方面，本项目将审查工作习惯和社会行为如何在情境中产生、协商和处理，作为课堂教学中促进的相关主题。重点是如何在职业环境中被认为适当的行为和在职业前培训措施中被认为不适当的行为之间划清界线。特别有趣的是，哪些与上述行为标准相关的规范性结构是情境表达的。遵循福柯对权力关系的研究方法，该项目解决了职业前培训措施中的规范化和纪律化以及主体化模式。所采用的方法是基于课堂上的参与性观察，这是一种迄今很少用于职业前培训措施的民族志研究策略。因此，有可能同步配合和分析在具体情况和相互作用中促进与职业教育有关的行为标准的做法。这种方法考虑到职前培训机构之间的异质性。通过比较由国家法律规定的职业学校提供的教育方案与由德国社会福利法（«Sozialgesetzbuch III»）规定的教育机构提供的教育方案，确定并分析了那些在机构中具有重要意义的做法。该项目旨在产生一种基于实践逻辑的“扎根理论”。这是为了促进那些被认为对进入职业培训至关重要的工作表现和社会行为。因此，本项目有助于建立一个基于经验的模型，在过渡系统的职前培训措施的具体课堂秩序。

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.