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Enhancing Automotive Education: Characteristics of Effective Teachers

This study explores the essential characteristics of effective automotive teachers and their impact on vocational education programs, focusing on modern VET methodologies and best practices. The research emphasizes the importance of practical training and work-based learning in automotive service to meet market demands, especially in emerging luxury car markets like China. It delves into teacher education and the design of training modules to align with industry needs. The findings underscore the significance of hands-on teaching and the integration of real work tasks in teacher training. The goal is to optimize teacher performance and improve TT-TVET through structured modules that emphasize experiential learning.

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Enhancing Automotive Education: Characteristics of Effective Teachers

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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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