Der Übergangsbegriff in der beruflichen Bildung : eine Dispositivanalyse zur berufspädagogischen Formierung von Übergängen im Zentrum disziplinärer Wissensordnungen.

Autor/Urheber	Hering; Sabine
Titel	Der Übergangsbegriff in der beruflichen Bildung : eine Dispositivanalyse zur berufspädagogischen Formierung von Übergängen im Zentrum disziplinärer Wissensordnungen.
Quelle	(2017) PDF als Volltext kostenfreie Datei
Sprache	deutsch
Dokumenttyp	online; Monographie
Schlagwörter	Berufspädagogik; Diskursanalyse; Dispositivanlayse; berufliche Bildung; Übergang
Abstract	This research paper is focusing on the concept of transition in vocational training and education. With this an extensive topic stands out ; which has to meet different system logics based on its link to central social institutions situated between education and occupation. Transitional phenomena are therefore often established in an interdisciplinary an interparadigmatic way. In the field of vocational education and training transitions are primary referring to certain institutional thresholds ; which are situated between specific transitional age phases like school ; vocational training and occupation. Noticeable is the dominance of systemic considerations ; which are closely related to the structure of outgoing and incoming institutions. This integrates a wide variety of perspectives ; which - in the analysis of transition - is transferable to the symbiotic relation between structure and subject level. How transitions are perceived and dealt with in the disciplinary context is dynamically interwoven with the scientific views and profile of vocational pedagogics and the predominant orders of knowledge. What is meant by that? In the perspective of socio-scientific dispositive analysis it is supposed that reality is not objectively given ; but is socially constructed and modified. Everything that seems to be true ; visible and significant at a given point in time is determined by the unique interaction of the various elements of reality. The heterogeneous entity of social reality which includes the special form and design of discourses ; institutions ; buildings ; everyday things ; social practices ; habits and (inter-)acting subjects is of importance. From the perspective of transitions ; which are specific to an age group ; it could be of potential interest how transitional decisions ; for example between primary and secondary schools or subsequent to school with focus on the vocational education ; are formed or determined by the relation between individual expectations and attitudes of entitlement and defined rationality and structural models on an institutional level. It should also be questioned why established methods and orders of knowledge arise at a given point in historical time and on what social layers of problems they try to answer or react (see Bührmann/Schneider 2008 ; 105). How we think and talk about a topic ; which habits and methods we develop in action ; is essentially influenced by the dispositive interplay of the different facets or elements of reality. Similar to this ; the handling of (new) topics of phenomena in the scientific context may be defined. Transferring the assumptions of dispositive analyses to the field of vocational transition research it can be asked ; which social conditions and problem areas contributed to the fact that - within the last three decades - a topic in vocational pedagogics was established that emerges due to its high complexity and momentum in the discourse. At this point we can anticipate ; that the field of vocational pedagogics ; addressing the intensifying transitional problems since the 90s ; complies to the dispositive structure serving the same targets and rationalities to handle social transition problems. Disciplinal-normative constructs and popular concepts dominate ; which do not satisfy the demands imposed by a changing social reality. This indicates that the discipline ; pedagogic support and the solution of the diverse self-addressed transition problems ; is coming to its limits. To understand the presenting social science practice ; the practice of action and the defining momentum behind it ; different approaches are necessary ; which engage with this progress in an empirically comprehensible way and offer opportunities for reflection and differentiation. Up to now there are only few research papers that dealt with the social structure of the transition topic in the vocational pedagogical field focusing on the discourse or dispositive analysis. To look into the research perspective of the dispositive analysis ; this paper focuses on transitions in the dimension of objectivations and discursive practices. This paper follows two aims: First it wants to contribute to an intensified research of transition with focus on the discourse and dispositive analysis. Therefore a methodological way is chosen ; that differs from the common direction of empirical academic studies concerning transitions. Using the method of social dispositive analysis ; a step by step description of how the concept of transition in the vocational education evolved and how its structure and complexity can be defined. Secondly the analytical questioning is always related to the disciplinary field of vocational pedagogics. Accordingly ; the objective is to enable a theoretical approach to the concept of transition from the perspective of vocational education. At the same time a new perspective on the formation and variation of subjects in the center of attention of disciplinary orders of knowledge and implicitness should be created.
Anmerkungen	Aachen 1 Online-Ressource (522 Seiten) : Illustrationen (2017). doi:10.18154/RWTH-2017-10836 = Dissertation ; Rheinisch-Westfälische Technische Hochschule Aachen ; 2017
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