Reflections on vocational Bildung didactics in vocational teacher education : two case studies.

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Autor/Urheber	Tyson, Ruhi
Titel	Reflections on vocational Bildung didactics in vocational teacher education : two case studies.
Quelle	Aus: Proceedings of the ECER VETNET Conference 2016, p. 1-9. Stockholms universitet, Institutionen för pedagogik och didaktik; Berlin : Wissenschaftsforum Bildung und Gesellschaft e.V. (2016) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
Schlagwörter	Didactics; Vocational education; Bildung; phronesis; Teacher education; Didaktik
Abstract	Vocational education and training (VET) is a matter of teaching skills and the knowledge needed to perform vocational tasks. However, it is also about educating reflective practitioners (Schön 1983, 1987), supporting moral development and vocational ethics (Tyson 2015b, Corsten & Lempert 1997) and educating for the development of competences or key-qualifications (Rauner & Bremer 2004). These latter issues have been repeatedly argued on a philosophical or policy level and it has been established that the major part of this takes place in conjunction with skill-training and cannot be separated off from it (Rauner and Bremer 2004). There has been less work devoted to examining how such educational processes are encouraged and enacted, ie. their didactical aspects. In previous research (Tyson 2015a, 2015b), part of which was presented at last years ECER/VET-NET (Didactical narratives as part of educating for vocational excellence: articulating relationships between techne and phronesis), I have argued that these issues can be conceptualized as vocational Bildung and explored empirically as a form of practical didactical knowledge narratively articulated as stories of vocational Bildung-experiences and affordances. The aim of this paper is to continue on the same line of inquiry with a presentation of further empirical research. This research is an attempt to take the concept of vocational Bildung didactics (VBD) and introduce it into two academically based vocational teacher education programs (one focusing on nursing teachers and one encompassing a multitude of different vocational teachers). This is a way of exploring how the conceptual framework developed can be brought back to practitioners and also to examine the ways in which this kind of inquiry changes as it transforms from an extensive single biographical case study into two less elaborate multiple case studies.
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