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Prof. Dr. phil. Ralph Dreher

Prof. Dr. phil. Ralph Dreher. Eight Characteristics of good „Automotive-Teachers“: Consequences for TT-TVET . 4th INAP - Conference Beijing Normal University Beijing 26th – 27th May 2011. Introduction Methodology Characteristics of work in the field of „Automotive Service“

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Prof. Dr. phil. Ralph Dreher

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  1. Prof. Dr. phil. Ralph Dreher Eight Characteristics of good „Automotive-Teachers“: Consequences for TT-TVET 4th INAP - Conference Beijing Normal University Beijing 26th – 27th May 2011

  2. Introduction • Methodology • Characteristics of work in the field of „Automotive Service“ • Didactical criteria for VET • Analysing teacher work in best practice-examples • Results • Eight characteristics of good TVET-work • Goals of and effects on teacher-training • Consequence: • Modules for TT-TVET in the field of „Automotive Service“ Content

  3. New markets for luxury-class-cars (e.g.China); • The customer expects not only a car with up-to-date technology, he awaits a product with first-class-support; • High-level-educated native (!) manpower for Automotive-Service in these countries. Introduction

  4. New markets for luxury-class-cars (e.g.China); • The customer expects not only a car with up-to-date technology, he awaits a product with first-class-support; • High-level-educated native (!) manpower for Automotive-Service in these countries. Introduction Research Questions: How can a functionable and aim-oriented vocational education training (VET) be established ? What is the design of an efficient teacher-training to realize this VET ?

  5. New markets for luxury-class-cars (e.g.China); • The customer expects not only a car with up-to-date technology, he awaits a product with first-class-support; • High-level-educated native (!) manpower for Automotive-Service in these countries. Introduction Research Questions: How can a functionable and aim-oriented vocational education training (VET) be established ? What is the design of an efficient teacher-training to realize this VET ?

  6. Work-processes „Automotive-Service“ (tasks and how to do) Diagnostic work is the most important part of Automotive-Service; Overhauling will becomemore relevant Methodology:Characteristics „Automotive Service“

  7. Work-processes „Automotive-Service“ (tasks and how to do) Didactical criteria of modern VET Structure of VET is determined by complete activity; Content: Real work-task; Aim: Designing work-processes Diagnostic work is the most important part of Automotive-Service; Overhauling will becomemore relevant Methodology: Didactical criteria of modern VET

  8. Work-processes „Automotive-Service“ (tasks and how to do) Didactical criteria of modern VET Structure of VET is determined by complete activity; Content: Real work-task; Aim: Designing work-processes Diagnostic work is the most important part of Automotive-Service; Overhauling will becomemore relevant Methodology:Defining Best-Practice Description of „best- practice“- VET as quality criteria Finding such VET (North and West Germany)

  9. Work-processes „Automotive-Service“ (tasks and how to do) Didactical criteria of modern VET Structure of VET is determined by complete activity; Content: Real work-task; Aim: Designing work-processes Diagnostic work is the most important part of Automotive-Service; Overhauling will becomemore relevant Methodology:Analysing Teacher -Work Description of „best- practice“- VET as quality criteria Finding such VET (North and West Germany) Analysing such VET (North and West Germany) Instrument Observingteacher-work Instrument Teacher-Interview

  10. Work-processes „Automotive-Service“ (tasks and how to do) Didactical criteria of modern VET Structure of VET is determined by complete activity; Content: Real work-task; Aim: Designing work-processes Diagnostic work is the most important part of Automotive-Service; Overhauling will becomemore relevant Methodology:Answering Research Question Description of „best- practice“- VET as quality criteria Finding such VET (North and West Germany) Analysing such VET (North and West Germany) Summerizing to results Instrument Observingteacher-work Instrument Teacher-Interview

  11. Results:Eight Characterictics TVET-work

  12. Results:Goals and Effects for TT - TVET

  13. How can we educate such trainers? • Teachers have to learn to teach by doing. (Mayr 2006) • Teacher-education has to integrate practical periods. (Oser 2003) • Teacher work needs implied knowledge generated by experience. (Neuweg 2002). • Teacher work has to focus on the planning, implemantation and reflection of teacher-units tailored to exemplary working tasks (Dreher/Kath 2004) Consequence:Work-process oriented TT-TVET

  14. How can we educate such trainers? • Teachers have to learn to teach by doing. (Mayr 2006) • Teacher-education has to integrate practical periods. (Oser 2003) • Teacher work needs implied knowledge generated by experience. (Neuweg 2002). • Teacher work has to focus on the planning, implemantation and reflection of teacher-units tailored to exemplary working tasks (Dreher/Kath 2004) Consequence:Work-process oriented TT-TVET Idea: VET has to be organized in modules, which contain real work tasks. The work tasks have to be organized using the principle of development tasks (Havinghurst 1972).

  15. Consequence:TVET-modules „Automotive Service“

  16. Aim of the TT-TVET-modules: Teachers have to be able to create module-conform units with learning tasks, which gain more and more complexity. For example: Low complexity: • Teachers have to prepare, how • students can learn to read connecting plans (identifying the pins); • they explain to the students the use of a Multimeter measering voltage, resistance); • they can present examples to get across the difference between a functionable and a disfunctionable flow sensor (while engine is running, creating failure codes). Consequence:TVET-modules „Automotive Service“ Controlling mass air flow sensor by using Multimeter

  17. Aim of the TT-TVET-modules: Teachers have to be able to create module-conform units with learning tasks, which gain more and more complexity. For example: Middle complexity: • Teachers have to prepare, how • students can understand the method of operation of a CAN-BUS and the differences between HIGH and LOW-CAN.; • they explain to the students the use of standard oscilloscope like Fluke; • the students can control the CAN-BUS-System to locate the possibility of a frame fault. Consequence:TVET-modules „Automotive Service“ Controlling CAN-Bus (frame fault) by using Standard-Oscillograph

  18. Aim of the TT-TVET-modules: Teachers have to be able to create module-conform units with learning tasks, which gain more and more complexity. For example: High complexity: • Teachers have to prepare, how • students can work with the oscilloscope in a high-voltage-system; • they can simulate failures (spark -plug, ignition distributor, preresistor, ignition-cable) without destroying subsystems like catalyst, lambda oxygen sensor.) ; • they can explain to the students the use of the ranges of the oscilloscope; • they can teach to analyze the measuring-result. Consequence:TVET-modules „Automotive Service“ Analyzing sparking voltage by using oscillograph with manual range-adjustment

  19. Consequence:TVET-modules „Automotive Service“ Controlling CAN-BUS (Frame fault) Controlling Ignition-System Controlling air-mass-flow-sensor Complexity of teacher-work

  20. Thank you for your attention! Prof. Dr. phil. Ralph Dreher Bergische Universität Wuppertal Chair for Technical Vocational Didactics (www.tvd.edu) Gaußstrasse 20 D-42119 Wuppertal Germany +49-202-439-2049 rdreher@uni-wuppertal.de

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