Univ.-Prof. Dr. phil. Ralph Dreher

1. Univ.-Prof. Dr. phil. Ralph Dreher Case-study–based TT – TVET Programs for Modern Vocational Education Beijing Normal University Faculty of Education 12th March 2012

2. Content • I: What is “modern vocational education” ? • Example: Task analysis in the sector “Automotive Service” • Generalization: Competence development with study cases as developing-tasks • II: Teacher-Training of Teachers for Vocational Education Training (TT-TVET) • Competence orientation for teacher training • Reflection as exigence to develop teacher action • III: Concretion: • Theoretical training: Module-system IGIP / IPW • Study-case-training: Module-system “Automotive Service” Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com

3. Example: Task Analysis „Automotive Service“ Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com Diagnostic work means to analyze the full car-network (Example: Low engine power by defective brake light)

4. Example: Task Analysis „Automotive Service“ Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com Analyzing electro-mechanic (mechatronic) systems, normal service work (Example: Analyzing operating performance common rail injection)

5. Example: Task Analysis „Automotive Service“ Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com Overhauling of aggregate becomes more important! (Example: Rebuilding of engine and gear box)

6. Example: Task Analysis „Automotive Service“ • In regard to these examples, workers in the sector of automotive service • have to be able to • plan full and complex work processes supported by book- and intranet- based informations; • execute their own quality management while repairing (a lot of time and costs for remounting and mounting); • plan task-oriented diagnostic processes using complex tools and intranet- based diagnostic routines (combining routines to a successfull fault finding); • be open-minded for new mechatronic systems, their function in itself and in the car network, • combine their experience with the actual working task / failure-function. Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com

7. Generalization:Competence Development using Case Studies Qualified working means to plan, execute and control the whole work-process : INFORM REFLECT Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com PLAN CONTROL DO

8. Generalization:Competence Development using Case Studies Qualified working means to plan, execute and control the whole work-process : INFORM • Conclusion: • Vocational education has to become work-process- oriented to develop competence. • That means: Working with realistic working tasks as case studies to learn during the whole process; • That means also: Teachers have to be able to define good case-studies, to prepare such learning-situations and to coach the students during the whole process. REFLECT Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com PLAN CONTROL DO

9. Short Excursus: Definition of „Competence“ Competence (or competency) is the ability of an individual to perform a job properly. A competency is a set of defined behavioursthat provide a structured guide enabling the identification, evaluation and development of the behavioursin individual employees. (Lundberg 1970) Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com Erpenbeck / Heyse1999 Rausch 2002 Rauner 2001 Cheng / Dainty 2005 McCleeland 1960 Dreyfus/Drefus 1987 Bartram 2005

10. Short Excursus: Definition of „Competence“ Erpenbeck / Heyse1999 Rausch 2002 Rauner 2001 Cheng / Dainty 2005 McCleeland 1960 Dreyfus/Drefus 1987 Bartram 2005 Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com • Necessaryforsuccessfullperformance in a job; • Completeunderstandingof a problem; • Disposition tocreate a newsolution; • Potential toregulatetheowndoingaim-oriented; • Reflectingexperienceto design newsolutions; • Finding a socially, enviromentallyandeconomicallyfriendlysolution

11. Generalization:Competence-Development using Case Studies Qualified working means to plan, execute and control the whole work-process : INFORM • Conclusion: • Vocational education must become work-process- oriented to develop competence. • That means: Working with realistic working tasks as case studies to learn during the whole process; • That means also: Teachers have to be able to define good case studies, to prepare such learning situations and to coach the students during the whole process. REFLECT Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com PLAN CONTROL DO

12. Generalization:Competence Development using Case Studies • Actual problems designing case-study oriented learning situations:(see also the „Lernfeld-Discussion“ in Germany): • Didactical Question I: What is a good case study? (Refer to the problems in the MBA-Economic-Schools); • Didactical Question II: What is a good sequence of case studies for the students ? (Refer to the Theories of Havinghurst, Dreyfus/Dreyfus, Polyani - Neuweg); • Are the students able to accept their new role as „self-accountable“ learner? (or: How can the teacher transfer this idea to the students?) • Are the teachers able to accept and to fulfill their role as coach ? (Teachers understand themselves as instructors!) Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com

13. Generalization:Competence-Development using Case Studies • Actual problems designing case study oriented learning situations:(see also the „Lernfeld-Discussion“ in Germany): • Didactical Question I: What is a good case study? Refer to the problems in the MBA-Economic-Schools); • Didactical Question II: What is a good sequence of case studies for the students ? (Refer to the Theories of Havinghurst, Dreyfus/Dreyfus, Polyani - Neuweg); • Are the students able to accept their new role as „self-accountable“ learner? (or: How can the teacher transfer this idea to the students?) • Are the teachers able to accept and to fulfill their role as Coach ? (Teachers understand themselves as instructors!) Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com Main Question: How has a teacher to be trained to identify study cases, to create developing tasks and to coach situated learning?

14. Competence- Oriented Teacher Training Main Question: How has a teacher to be trained to identify study cases, to create developing tasks and to coach situated learning? • General answers (methodology oriented): • 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, implementation and reflection of teacher-units tailored to exemplary working tasks • (Dreher/Kath 2004) Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com

15. Competence- Oriented Teacher Training Taking a closer look at the characteristics of good teachers (aim-oriented): Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com

16. Reflection as exigence Idea: TT-TVET for itself has to become case study-oriented Study case planning as study case for TT-TVET Informing (Work-Process-Analysis) Planning (formulating the task for the students) Combining theoretical knowledge and practical expierence Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com Task, content and methods situatively proposed between trainer and teacher Doing (given the lessons) Handling information / Scientific methods Developing Teacher Personality Controlling (checking aims an feedback) Self –/ outside reflection Reflecting Self-/outside-reflection of teacher role; Planning quality; Communication teacher/students; Remarks for CEPI (Continuous education process improvement)

17. Module-System IGIP Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com

18. Module-System IGIP Core module: work-oriented learning types; specially adapted to the vocational sector Teacher-work-orientedexamination: realizing a complexteaching-learning-arrangement Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com • Alternative modules: • focus of the study program on • the addressees; • the national TT-TVET needs.

19. Module-System „Automotive Service“ University of Wuppertal Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com

20. Module-System „Automotive Service“ University of Wuppertal 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 (measuring 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). Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com Controlling mass air flow sensor by using multimeter

21. Module-System „Automotive Service“ University of Wuppertal 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. Controlling CAN-Bus (frame fault) by using Standard-Oscillograph

22. Module-System „Automotive Service“ University of Wuppertal 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. Analyzing sparking voltage by using oscillograph with manual range-adjustment

23. Module-System „Automotive Service“ University of Wuppertal Controlling CAN-BUS (frame fault) Controlling ignition-system Controlling air-mass-flow-sensor Complexity of teacher work

24. Thank You for Your Atttention ! Questions?? Prof. Dr. Ralph Dreher Chair of Technical Vocational Didactics dreher@uni-wuppertal.de, www.tvd-edu.com