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By Zhiqun Zhao, Felix Rauner

This e-book offers an summary of a few basic themes of foreign Technical and Vocational schooling and coaching (TVET), e.g. genesis of TVET learn, fields of TVET study, curriculum improvement, TVET making plans and constructing, equipment of TVET examine and so forth. The overseas guide of Technical and Vocational schooling and coaching study (Rauner/Maclean), released in 2009 by means of Springer, used to be the 1st guide to supply a accomplished assurance of TVET learn in a world context and with a unique specialize in study and study equipment. construction upon the good good fortune of this guide and replying to the good call for expressed by means of researchers, (postgraduate) scholars and choice makers in VET, this new e-book “Areas of Vocational schooling learn” specializes in offering a neater available evaluate of the elemental subject matters of foreign TVET research.

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Extra resources for Areas of Vocational Education Research

Sample text

In the continuous shift of the training of teachers for higher teaching positions in universities in the 1960s, neither a complete approach to teaching and research in vocational subjects was available, nor was this formulated as a task area for newly developed courses. The issue of the related sciences that are not directed sufficiently to the vocational work to be provided was implied. Although the demand that there should be a research on vocational discipline— complementary to the vocational pedagogy, was and still is not uncontroversial in the discussion on vocational pedagogy, yet by no means new.

It is reflected in the discussions in recent years, that a close relationship has been seen between the terms ‘‘vocation’’ and ‘‘discipline’’ in didactic discourse on vocational teaching and learning (Schütte 2006, p. 140). With a didactic concept of vocational teaching, which also takes the systematic of the discipline—when it is possible and appropriate—into consideration, besides occupation and occupation field. With this connection, the reality is better reflected than with only one basic category as the reference point for didactics.

3) can in turn lead to a loss of truth of the theoretical education in vocational pedagogy. Grüner (1970, p. 446) urged, therefore, for ‘‘research on vocational discipline at all levels’’ in addition to research on vocational pedagogy in connection with the (further) development of vocational pedagogy in the 1970s of the previous century already. Similarly, Karlwilhelm Stratmann has requested, in the context of curricular considerations for basic vocational education for the evaluation of jobs and there to be indexed activities, ‘‘to arrange the research on vocational discipline more differentiated if one wants to skip the close relationship-boundaries between job groups’’ (Stratmann 1975, p.

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