Einflüsse schulischer und betrieblicher Ausbildungsqualitäten auf die Entwicklung des Fachwissens und die fachspezifische Problemlösekompetenz

Nickolaus, Reinhold; Nitzschke, Alexander; Maier, Annette; Schnitzler, Annalisa; Velten, Stefanie; Dietzen, Agnes

doi:10.25162/zbw-2015-0021

Cited by 6 publications

(1 citation statement)

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“…As we focused on individual-level covariates of development, we missed out on institutional impacts related to the training quality at company workplaces and vocational schools that tends to be heterogeneous (e.g., Baethge-Kinsky et al, 2016). The role of training quality in the development of professional knowledge and problem-solving skills has not yet been much investigated (e.g., Nickolaus et al, 2015). Respective studies can improve the understanding of (interindividual) differences in the development of professional knowledge and troubleshooting skills.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Differential Development of Professional Knowledge and Problem-Solving Skills During VET: The Role of Initial Cognitive Resources, School-Leaving Certificates, And Sociodemographic Background

Schauer,

Abele,

Etzel

2024

Preprint

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In this study, we investigated the development of apprentices’ professional knowledge and problem-solving skills in the second half of dual vocational education and training (VET). We analyzed (1) the average level of development, (2) interindividual differences in this development, and (3) the role of initial cognitive resources, school-leaving certificates, and sociodemographic background as covariates of the development. Our analyses were based on a cohort of automotive technician apprentices. Professional knowledge (n=473) and troubleshooting skills (n=322) were assessed towards the end of the second and third year of VET. Based on latent change score models, our analyses showed a moderate increase in professional knowledge but no significant change in troubleshooting skills. However, in both domains, there was a substantial variance in change indicating that apprentices differed in development. These differences were partly associated with the apprentices’ achievement at the end of the second year of VET. Furthermore, we found that initial cognitive resources at the beginning of VET partly explained differences in prior achievement and, to some extent, in subsequent development. There were no effects of school-leaving certificates and socioeconomic status beyond the effects of prior achievement and initial cognitive resources, but our analyses hinted at some disadvantages for apprentices with a migration background. In sum, our study reveals inconclusive findings on the effectiveness of dual VET programs in promoting learning, especially in the domain of problem-solving skills, and points out heterogeneity in learning that needs to be accounted for in VET practice to improve success for all apprentices.

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Section: Limitations and Future Researchmentioning

confidence: 99%

Differential Development of Professional Knowledge and Problem-Solving Skills During VET: The Role of Initial Cognitive Resources, School-Leaving Certificates, And Sociodemographic Background

Schauer,

Abele,

Etzel

2024

Preprint

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Anforderungen an Facharbeiter im Kontext von Industrie 4.0 – Eine Sichtung vorliegender Analysen und Prognosen und eine kritische Würdigung ihrer Orientierungsleistung

Nickolaus¹,

Augustinović²,

Halim³

et al. 2022

Interorganisationale Kollaborative Gemeinschaftsforschung

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Development and Validation of a Learning Quality Inventory for In-Company Training in VET (VET-LQI)

Böhn

Deutscher

2020

Vocations and Learning

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Despite the importance of dual VET for economic growth and stability, internationally, systems struggle with quality assurance and quality improvement. In recent years, numerous research efforts have been made to identify and describe quality aspects in dual VET, especially with regard to in-company training conditions as perceived by apprentices. This has resulted in an outsized number of test instruments, comprising numerous scales and numerous items. The research presented here aims to assemble and organize all existing survey instruments in the VET context and to develop a comprehensive and validated questionnaire for dual VET that measures workplace characteristics (VET-LQI). For this purpose, 43 test instruments were identified and categorized using a qualitative meta-synthesis, and integrated into a general theoretical framework (Tynjälä 2013). The results of the meta-synthesis reveal diverse content areas as the current foci of VET quality research. The applicability of any existing survey is limited, as the majority of studies either focus on a small range of selected categories and/or do not report the validation results of their scales. Hence, a synthesized item pool was used. Short scales were extracted and tested in seven commercial training occupations in Germany, which covered all identified content areas of VET quality research. On the basis of item and factor analyses, 22 scales (containing 99 items) are identified that, taken together, satisfactorily reflect all common workplace characteristic scales in existent measurement instruments. The resulting instrument provides a broad collection of short scales reflecting the various foci of a longstanding and diverse research tradition, and will allow future researchers to analyze in-company training conditions more comprehensively, given limited opportunities and time resources for testing.

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Einflüsse schulischer und betrieblicher Ausbildungsqualitäten auf die Entwicklung des Fachwissens und die fachspezifische Problemlösekompetenz

Cited by 6 publications

References 0 publications

Differential Development of Professional Knowledge and Problem-Solving Skills During VET: The Role of Initial Cognitive Resources, School-Leaving Certificates, And Sociodemographic Background

Differential Development of Professional Knowledge and Problem-Solving Skills During VET: The Role of Initial Cognitive Resources, School-Leaving Certificates, And Sociodemographic Background

Anforderungen an Facharbeiter im Kontext von Industrie 4.0 – Eine Sichtung vorliegender Analysen und Prognosen und eine kritische Würdigung ihrer Orientierungsleistung

Development and Validation of a Learning Quality Inventory for In-Company Training in VET (VET-LQI)

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