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.

在教育系统质量发展途径多样化的基础上，收集和重建教育从业者职业经验的认识论价值，并建立相应的质量保证程序。这项研究的目的是基于这样一种假设，即对当前情况的审查以及对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。这项研究的中心是教育系统的四个部分：小学、中学(高中)、继续教育和社会工作/社会教育学。这项研究采用了多角度的实验设计，即文件分析、专家访谈和小组讨论。通过选择这些部门以及在这些领域工作的托儿所/学前班教师、高中教师、培训者/教育者和社会工作者/社会教育工作者，旨在全面了解终身学习的教学组织体系。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、强烈以部门为中心的视角。这项分析主要考虑到两个方面的重叠：采用质量发展方法获得的职业经验与教师雇员的职业化有什么相关性，对组织行政级别的发展有多大的相关性？本研究的预期研究成果是识别质量发展进程的概括性机制，并将质量保证的理论变化作为自反性机制记录在清单中。同时，比较办法提供了机会，根据其他部门的知识和见解，为一个部门制定建设性的经验规则和指导方针。组织学习的内隐意图在数据收集，即小组讨论中已经实现。这种收集数据的方法的参与者可以在一个地方说出处理质量保证程序的建设性模式。

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.