Teaching Self- and Social Competencies in the Retail Sector: Findings from Vocational Schools in Germany, Italy and Poland

Autor/inn/en	Edeling, Sabrina; Pilz, Matthias
Titel	Teaching Self- and Social Competencies in the Retail Sector: Findings from Vocational Schools in Germany, Italy and Poland
Quelle	In: Education & Training, 58 (2016) 9, S.1041-1059 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-07-2015-0060
Schlagwörter	Interpersonal Competence; Vocational Education; Self Evaluation (Individuals); Foreign Countries; Comparative Education; Retailing; Educational Quality; Sales Occupations; Teaching Methods; Units of Study; Student Attitudes; Instructional Materials; Vocational Education Teachers; Case Studies; Likert Scales; Teamwork; Time Management; Questionnaires; Germany; Italy; Poland + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Ausbildung; Berufsbildung; Ausland; Vergleichende Erziehungswissenschaft; Warenwirtschaft; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Schülerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausbilder; Case study; Fallstudie; Case Study; Likert-Skala; Zeitmanagement; Fragebogen; Deutschland; Italien; Polen
Abstract	Purpose: The purpose of this paper is to use teaching and learning units specially devised for development of self-competencies and social competencies in the retail sector to explore how learners assess these units in relation to acceptance, quality and self-assessment of improvement in their own performance. Design/methodology/approach: The study focuses on Poland, Italy and Germany, with a total of 1,020 learners undergoing initial vocational training in the retail sector taking part. Findings: The findings point to high levels of acceptance by participants and to significant appreciation of the quality of the teaching and learning units. Learners also perceived a marked improvement in their performance after completing the units. Differences in outcomes between individual countries can be explained at least in part by the differing training framework in each country. Research limitations/implications: The approach did not enable the authors adequately to evaluate the increase in learners' competencies: participants' self-assessment is of only limited value for this purpose. Moreover, only three countries were involved in the study. This area in particular will require substantial further research if reliable methods for evaluating competencies are to be developed that improve on the current instruments. Originality/value: The pedagogical objective of the project was to develop teaching and learning materials that would accelerate the development of self- and social competencies in the retail sector. The aim was that the material should be capable of use right across a range of European countries and be evaluated in a proper way. The findings are based on a very high number of involved students. Also the results are positive and enable teachers in VET-courses to use well tested teaching materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01