Measuring Professional Knowledge: What Knowledge is the Foundation of Professional Skills?

✍ Scribed by Felix Rauner, Martin Ahrens

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 331
• Category: Library

✦ Synopsis

In this book, we show the replacement of academic and vocational education, which is structured according to subject systems and oriented towards scientific knowledge, by vocational action knowledge. This work process knowledge is the basis for the acquisition of the design competence of vocational specialists, which is becoming increasingly important in the world of work.

A modern knowledge concept based on vocational education is developed and documented. In the first part of the book the concept of vocational knowledge is developed, in the second part empirical results from COMET projects are documented, from which the vocational knowledge imparted in different occupations can be read.

There has been a confusing discussion about vocational knowledge for decades. In 1991, the KMK agreed on a new concept for vocational education and training with the guiding idea of vocational design competence. It remained open on which vocational knowledge this new guiding idea should be based. Up to now there has been no original vocational pedagogical justification for the vocational knowledge on which vocational design competence is based.

✦ Table of Contents

Preface
Contents
Abbreviations
1 Introduction: The Importance of Professional Knowledge for the Design and Organization of Vocational Education
References
Part I Professional Knowledge
2 Competence Development in Vocational Training Courses and Action Contexts
2.1 From Subject-systematic to Work Process Knowledge
2.2 Multiple Competence
2.3 Dimensions of Practical Knowledge
2.4 Practical Terms and Practice Communities
2.5 Conclusions
References
3 Philosophers and Pedagogues: Craft Knowledge and Ability
3.1 Occupational Knowledge and Shaping Action According to Matthew Crawford
3.2 Peter Janich on the Importance of Craftsmanship in “Producing Knowledge”
3.3 Richard Sennett
3.4 Implicit Knowledge as an Object of Vocational Scientific Research
3.5 Martin Fischer: “Learning Organizations”—an Expanded view of Work Process Knowledge
References
4 Qualification Research and Curriculum—A Relationship to Be Clarified
4.1 Qualification Research and Curriculum Development—Approaches to Research on a Vocational Pedagogical Connection
4.2 Duality of Education and Qualification
4.3 Development as Adaptation or Ability to Co-shape the World of Work
4.4 An Interdisciplinary Dialogue on the Relationship Between Qualification Research and Curriculum
References
5 Methods of Occupational Scientific Knowledge Research
5.1 Investigation of Work Process Knowledge: The Importance of the Interviewers’ Professional Competence
5.2 An Unintended Side Effect and Its Implications for Occupational Scientific Qualification Research: The Hypothesis
5.3 The Research Method
5.4 The Results
5.5 Conclusions
References
6 Professional Scientific Knowledge and Work Process Studies
6.1 Occupational Scientific Task Analysis: Basis for Professional Development
6.2 Core Professions: The Criteria of Modern Professionalism
6.3 Expert-skilled Worker Workshops: Transfer of Occupational Tasks
6.4 Task Analysis in the Context of the Development of Vocational Training Plans
References
7 The COMET Competence and Measurement Model
References
Part II Knowledge as a Dimension of Professional Competence
8 Competence Diagnostics and Competence Development with the COMET Method
8.1 Open Test Tasks for Measuring Shaping Competence
8.2 Test Motivation as a Determinant of Competence and Knowledge Development
8.3 Identity and Commitment—Two Fundamentally Different and at the Same Time Mutually Dependent Characteristics of Vocational Education
8.4 Heterogeneity
8.5 Apprentices Evaluate the Quality of Their Training
References
9 Test Results of Selected Professions
9.1 Project Carpenter (TI)
9.2 Project Automotive Mechatronics Technician (KFZ)
9.3 Project Electronics Technician for Industrial Engineering (EB)
9.4 Project Electronics Technician for Energy and Building Technology (EEG)
9.5 Project Industrial Clerks (INK)
9.6 Project Forwarding and Logistics Clerks (SPKA)
9.7 Project Medical Assistant (MFA)
9.8 Project Nursing Education at Higher Vocational Colleges of Switzerland
9.9 Project Industrial Mechanic (IM)
References
10 Determinants of the Development of Professional Knowledge
10.1 Test Motivation
10.2 Examinations as a Determinant of the Development of Professional Knowledge and Skills
10.3 Professional Identity and Professional Commitment
10.4 Training Quality from the Perspective of Trainees
10.5 The Quality of Learning Location Cooperation and its Impact on the Development of Professional Knowledge
10.6 The Learning Location Vocational School: Responsible for the Transfer of Professional Knowledge
10.7 Heterogeneity of Professional Competence Development
10.8 Perspectives
References
11 A Conclusion
References
Appendix
References