Berufs- und Wirtschaftspädagogik

Rebmann, Karin; Tenfelde, Walter; Schlömer, Tobias

doi:10.1007/978-3-8349-6375-8

Cited by 13 publications

(3 citation statements)

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“…Sustainability-oriented innovation competence is a complex constellation of cognitions and attitudes that need to be proven in the actual business world. This basically requires complex teaching-learning arrangements that are characterized most notably by learners' own initiative and constructs, and that are complemented by a practical-and problem-based orientation, not to mention the right kind of communication and interactions (Kopp & Mandl, 2007;Rebmann, Tenfelde & Schlömer, 2011;Reinmann & Mandl, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…These groups should be supported via practical, hands-on teaching-learning arrangements to further develop this competence. Projects opening the school up to cooperation with local companies (Emer and Lenzen, 2002;Euler, 2004) to develop sustainability-oriented innovations in the participating firms are "initiatives (…) where learners plan, achieve, and evaluate a problem and/or an authentic and complex challenge in groups to as great of an extent as possible on their own" (Rebmann, Tenfelde & Schlömer, 2011). Another idea for promoting sustainabilityoriented innovation competence is having learners develop projects together with companies that have a business case for sustainability as their goal, and that allow learners a first-hand experience with actual company structures and culture.…”

Section: Projects For Learners With Strong Sustainability-oriented Inmentioning

confidence: 99%

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Opportunities for Adaptive Learning Environments to Promote Sustainability-Oriented Innovation Competence in Vocational Education and Training

Berding¹,

Slopinski²,

Frerichs³

et al. 2021

JSD

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Achieving a sustainable economic system is a key challenge facing society. However, sustainable business to date has been only minimally considered when it comes to the requisites and curricula of business trainees. It generally has been left up to schools and teachers to provide their students with sustainable business skills. This involves creating teaching and training that effectively harmonize with learner requirements. To support teachers in this process, the following develops a sustainability-oriented innovation competence typology using a latent profile analysis based on data gathered from 1,149 business trainees who were in the first, second, or third year of their apprenticeship. This typology can be used to plan and develop classroom teaching. Competency assessment was done using a multiple-choice test along with a questionnaire to determine students’ beliefs about sustainable development. The latent profile analysis revealed six groups of learner competence profiles, each of which require specific teaching when it comes to achieving sustainable innovation skills. Based on these, the following paper develops recommendations for specific teaching methods and lessons that effectively promote business trainee sustainability-oriented innovation competence, while at the same time including their specific requirements into teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Projects For Learners With Strong Sustainability-oriented Inmentioning

confidence: 99%

Opportunities for Adaptive Learning Environments to Promote Sustainability-Oriented Innovation Competence in Vocational Education and Training

Berding¹,

Slopinski²,

Frerichs³

et al. 2021

JSD

Self Cite

View full text Add to dashboard Cite

show abstract

“…Die Ausrichtung auf funktionsübergreifende und digital gesteuerte Geschäftsprozesse hat Konsequenzen für die berufliche Arbeit und Bildung. Wo vormals betriebliche Funktionen die Arbeitsorganisation prägten, findet man nun die Orientierung an Geschäftsprozessen (Rebmann & Tenfelde 2008). In der beruflichen Bildung dienen Arbeits-und Geschäftsprozesse als curricularer Referenzrahmen für Lehr-Lern-Prozesse (Rebmann & Schlömer 2009).…”

Section: Introductionunclassified