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Prof. Dr. phil. Ralph Dreher

Prof. Dr. phil. Ralph Dreher. Eight C haracteristics 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 EightCharacteristicsofgood „Automotive-Teachers“: ConsequencesforTT-TVET 4th INAP - Conference Beijing Normal University Beijing 26th – 27th May 2011

  2. Introduction • Methodology • Characteristicsofwork in thefieldof „Automotive Service“ • Didacticalcriteriafor VET • Analysingteacherwork in bestpractice-examples • Results • Eightcharacteristicsofgood TVET-work • Goals ofandeffects on teacher-training • Consequence: • Modules for TT-TVET in thefieldof „Automotive Service“ Content

  3. New marketsforluxury-class-cars (e.g.China); • The customerexpects not only a carwithup-to-datetechnology, he awaits a productwithfirst-class-support; • High-level-educatednative (!)manpowerfor Automotive-Service in these countries. Introduction

  4. New marketsforluxury-class-cars (e.g.China); • The customerexpects not only a carwithup-to-datetechnology, he awaits a productwithfirst-class-support; • High-level-educatednative (!)manpowerfor Automotive-Service in these countries. Introduction Research Questions: Howcana functionableandaim-orientedvocationaleducationtraining (VET) beestablished ? Whatisthe design of an efficientteacher-trainingtorealizethis VET ?

  5. New marketsforluxury-class-cars (e.g.China); • The customerexpects not only a carwithup-to-datetechnology, he awaits a productwithfirst-class-support; • High-level-educatednative (!)manpowerfor Automotive-Service in these countries. Introduction Research Questions: Howcana functionableandaim-orientedvocationaleducationtraining (VET) beestablished ? Whatisthe design of an efficientteacher-trainingtorealizethis VET ?

  6. Work-processes „Automotive-Service“ (tasks and how to do) DiagnosticworkisthemostimportantpartofAutomotive-Service; Overhauling will becomemorerelevant Methodology:Characteristics „Automotive Service“

  7. Work-processes „Automotive-Service“ (tasks and how to do) Didacticalcriteria of modern VET Structureof VET isdeterminedbycomplete activity; Content: Real work-task; Aim: Designingwork-processes DiagnosticworkisthemostimportantpartofAutomotive-Service; Overhauling will becomemorerelevant Methodology: Didactical criteria of modern VET

  8. Work-processes „Automotive-Service“ (tasks and how to do) Didacticalcriteria of modern VET Structureof VET isdeterminedbycomplete activity; Content: Real work-task; Aim: Designingwork-processes DiagnosticworkisthemostimportantpartofAutomotive-Service; Overhauling will becomemorerelevant Methodology:Defining Best-Practice Description of „best- practice“- VET as qualitycriteria Finding such VET (North andWest Germany)

  9. Work-processes „Automotive-Service“ (tasks and how to do) Didacticalcriteria of modern VET Structureof VET isdeterminedbycomplete activity; Content: Real work-task; Aim: Designingwork-processes DiagnosticworkisthemostimportantpartofAutomotive-Service; Overhauling will becomemorerelevant Methodology:Analysing Teacher -Work Description of „best- practice“- VET as qualitycriteria 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) Didacticalcriteria of modern VET Structureof VET isdeterminedbycomplete activity; Content: Real work-task; Aim: Designingwork-processes DiagnosticworkisthemostimportantpartofAutomotive-Service; Overhauling will becomemorerelevant Methodology:Answering Research Question Description of „best- practice“- VET as qualitycriteria 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. Howcanweeducate such trainers? • Teachershavetolearntoteachbydoing. (Mayr 2006) • Teacher-educationhastointegratepracticalperiods. (Oser 2003) • Teacherworkneedsimpliedknowledgegeneratedbyexperience. (Neuweg 2002). • Teacherworkhastofocuson theplanning, implemantationandreflectionofteacher-unitstailoredtoexemplaryworkingtasks (Dreher/Kath 2004) Consequence:Work-process oriented TT-TVET

  14. Howcanweeducate such trainers? • Teachershavetolearntoteachbydoing. (Mayr 2006) • Teacher-educationhastointegratepracticalperiods. (Oser 2003) • Teacherworkneedsimpliedknowledgegeneratedbyexperience. (Neuweg 2002). • Teacherworkhastofocuson theplanning, implemantationandreflectionofteacher-unitstailoredtoexemplaryworkingtasks (Dreher/Kath 2004) Consequence:Work-process oriented TT-TVET Idea: VET hastobeorganized in modules, whichcontain real worktasks. The worktaskshavetobeorganizedusingtheprincipleofdevelopmenttasks (Havinghurst 1972).

  15. Consequence:TVET-modules „Automotive Service“

  16. Aimofthe TT-TVET-modules: Teachershavetobeabletocreatemodule-conformunitswithlearningtasks, whichgainmoreandmorecomplexity. Forexample: Low complexity: • Teachershavetoprepare, how • studentscanlearntoreadconnectingplans(identifyingthepins); • theyexplaintothestudentstheuseof a Multimeter measeringvoltage, resistance); • theycanpresentexamplestogetacrossthedifferencebetween a functionableanda disfunctionableflowsensor(whileengineisrunning, creatingfailurecodes). Consequence:TVET-modules „Automotive Service“ Controlling mass air flow sensor by using Multimeter

  17. Aimofthe TT-TVET-modules: Teachershavetobeabletocreatemodule-conformunitswithlearningtasks, whichgainmoreandmorecomplexity. Forexample: Middlecomplexity: • Teachershavetoprepare, how • studentscan understand themethodofoperationof a CAN-BUS andthedifferencesbetween HIGH and LOW-CAN.; • theyexplaintothestudentstheuseofstandardoscilloscopelike Fluke; • thestudentscancontrolthe CAN-BUS-System tolocatethepossibilityof a frame fault. Consequence:TVET-modules „Automotive Service“ Controlling CAN-Bus (frame fault) by using Standard-Oscillograph

  18. Aimofthe TT-TVET-modules: Teachershavetobeabletocreatemodule-conformunitswithlearningtasks, whichgainmoreandmorecomplexity. Forexample: High complexity: • Teachershavetoprepare, how • studentscanworkwiththeoscilloscope in a high-voltage-system; • theycansimulatefailures (spark -plug, ignitiondistributor, preresistor, ignition-cable) withoutdestroyingsubsystemslikecatalyst, lambdaoxygensensor.) ; • theycanexplaintothestudentstheuseoftherangesoftheoscilloscope; • theycanteachtoanalyzethemeasuring-result. Consequence:TVET-modules „Automotive Service“ Analyzingsparkingvoltagebyusingoscillographwithmanualrange-adjustment

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

  20. Thankyouforyourattention! Prof. Dr. phil. Ralph Dreher Bergische Universität Wuppertal Chairfor Technical VocationalDidactics(www.tvd-edu.com) Gaußstrasse20 D-42119 Wuppertal Germany +49-202-439-2049 rdreher@uni-wuppertal.de

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