Institut für Bildung, Arbeit und Gesellschaft

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Berufliche Identitätsentwicklung und Laufbahnadaptabilität : Zentrale Faktoren der beruflichen Entwicklung kaufmännischer Auszubildender
(2023) Kirchknopf, Sebastian; Kögler, Kristina
Against the background of the challenges for individual career development, with regard to increasing work-related flexibilization, self-direction, and subjectification, vocational identity and career adaptability have been established as central variables of modern career development (Savickas 2011). In this context, both constructs are often depicted as interrelated, with (vocational) identity having a certain orientation function with respect to career adaptation and career development processes, while (career) adaptability encompasses the necessary dispositions and resources for the required adaptation and reorientation efforts (Hall 2004; Fugate et al 2004). The construct of vocational identity has long been an integral part within the discourse of vocational and business education, as it is considered to be of high importance for the development of professional competence as well as for the socialisation of vocational learners (Lempert 2009). In contrast, the concept of adaptability has received much less attention from the perspective of vocational and business education, although its importance for the understanding of vocational adaptation and integration processes has been discussed in the international context for a long time (Savickas 1997, 2005). In relation to vocational identity, it seems essential to consider whether career adaptability in the VET context can be understood as a beneficial element of vocational integration (Savickas 2013) or rather as a professional flexibility and mobility orientation that tends to be associated with low work-related attachment (Briscoe/Hall 2006). For a closer look at the interaction of both constructs in the context of commercial vocational training, however, a clarification of the conceptual approach to vocational identity as well as the content-related specifics of the identity construction and development of commercial trainees is also indicated. In order to investigate the relevance of vocational identity and career adaptability for the professional development of commercial trainees, several research questions were derived. In addition to a theoretical clarification of the respective conceptual understandings, these include an empirical approach in qualitative and quantitative terms. To answer the research questions, a cumulative research design was chosen, comprising a total of four papers. From a theoretical and conceptual perspective, it was possible to deduce that – beyond previous reference points of the field of vocational and business education – there is a high significance of career adaptability especially for the professional development processes of learners within initial vocational training. In the course of the subsequent examination of its empirical suitability for the context of vocational education, Savickas concept of career adaptability proved to be particularly promising. Its four-dimensional structure could be replicated among commercial apprentices, and it could be distinguished from more disintegrative conceptualisations of adaptability. With regard to the development of vocational identity among commercial apprentices, an overarching characteristic identified was a decline in occupational and organisational identification during the course of their apprenticeship, which in turn affect their occupational and organisational dropout intentions. The qualitative analysis also revealed occupation-specific characteristics that suggest that identification potentials can be found in both generalised and more specialised commercial apprenticeships, but that these potentials can differ significantly (e.g., career perspectives vs. affectively significant activities). Ultimately, the positive correlation between career adaptability and the professional identity of commercial apprentices could be demonstrated, which points to the beneficial effect of career adaptability for professional development and for building work-related ties in the context of vocational learning.
Duales Lernen in der kaufmännischen Berufsbildung : eine empirische Analyse im Fach Rechnungswesen
(2019) Maag, Louis; Kögler, Kristina
To date there has been a notable lack of empirical research into learning processes within the dual education system (dual learning). Theoretically, didactic merits are claimed for the dual education but, at the same time, there is increasing criticism of the inefficient exploitation of these potential benefits. The present study describes an approach to theoretically determine learning processes across the various learning-locations (school/company). Over a period of one year the empirical tests registered prior knowledge and learning successes of 151 apprentices of a commercial vocational school. Dual learning was empirically measured in one third of all test records. These results go some way towards indicating the reality of dual learning. In the analysis of bivariate relations between learning success (dependent variable) and prior knowledge (independent variable), prior knowledge from the respective other learning location was more effective (r = 0.34) than prior knowledge from the same learning location (r = 0.23). The prior knowledge from the respective other learning location was almost as effective as the general subject ability (r = 0.40). In the model of regression (R2 = 20%), the prior knowledge from the respective other learning location is a significant predictor of learning success, and its effectiveness is comparable to the general subject ability, whereas prior knowledge from the same learning location did not prove to be a significant predictor. For the first time, the didactic potential of the dual education system, which has until now only been theoretically substantiated, can be seen according to quantitatively analyzed empirical data. Moreover, dual learning was more frequent and effective in operational (company side) test tasks than in school test tasks. The fact that the planning of dual learning units in school is made more difficult by the heterogeneity of individual company training appears as a possible explanation for this finding. In contrast, opportunities for dual learning at workplace are easier to determine, because the harmonized processes of school education allow learners simultaneous learning progress, which facilitates the assessment of prior knowledge at a particular time of the education curriculum.
Need strength, perceived need support, stress symptomatology, and performance in the context of oral exams: A typological approach
(2022) Schürmann, Linda; Kärner, Tobias; Ringeisen, Tobias
Introduction: Based on self-determination theory, we investigated whether examinees are classifiable into profiles based on basic need strength and perceived need support that differ in stress parameters and achievement in the context of a standardized oral exam. Methods: 92 students reported their basic need strength before and perceived need support provided by the examiner once after the exam. Students indicated their emotions and stress perception at four measurement points and we measured their saliva cortisol concurrently, analyzing stress-related changes over time. Results: Latent class analyses revealed two higher-quality (low/high, high/high) and two lower-quality (low/low, high/low) need strength/need support classes. Physio-affective stress development was typical of exam situations. Higher-quality classes that met or exceeded the needs displayed more beneficial stress and emotion response patterns than lower-quality classes. Gain-related emotions mediated achievement in the higher-quality classes. Discussion: Need-supportive examiners can promote student well-being and achievement when they succeed in providing high need satisfaction.
Participation in the classroom as a basis for democracy education? A conceptual analysis of the concept of student participation
(2023) Heid, Helmut; Jüttler, Michael; Kärner, Tobias
In our conceptual analysis, we focus on the concept of student participation and argue for a differentiated consideration of the same. To this end, we elaborate on constituent elements and first address the definitional understanding of the concept considered as well as the participation postulate. Furthermore, we name and discuss possible purposes and qualities of participatory practice and we give an overview of the established conceptualization of participation by means of a stage model and the interdependence of autonomy and heteronomy expressed in this model. We then address participatory fields in the classroom, concrete practices of participatory decision-making, prerequisites and implications of participatory classroom practices, and possible scopes of participatory influence.
Professional identification in the beginning of a teacher’s career: a longitudinal study on identity formation and the basic psychological need for autonomy in VET teacher training
(2023) Weiß, Julia Katharina; Bottling, Matthias; Kärner, Tobias
Introduction: This study examines the extent to which VET trainee teachers’ identification with their profession is related to their basic psychological need for autonomy and whether this is reflected in their intention to stay in the field. Trainee’s subjective experience of their professional identity interacts with different conditions of the training environment, whereby we focus on perceived autonomy support and autonomy thwarting behavior of seminar teachers. Methods: On the basis of a longitudinal design with a total of 79 trainee teachers in Germany and four survey time points during teacher training, corresponding developmental processes were traced over a total period of 1 year. Cross-lagged panel analyses allow us to draw conclusions about the extent to which professional identification of trainees interacts with autonomy-support or autonomy-thwarting conditions originating from seminar teachers and to what extent the aforementioned factors in turn affect intention to stay. Results: Cross-lagged panel analyses show that professional identification after 6 months in teacher training significantly predicts the intention to stay in the teaching profession half a year later. Significant cross paths each describe positive effects between professional identification and autonomy support and negative effects between professional identification and autonomy thwarting. Discussion: Particularly against the background of the shortage of teachers in Germany and other countries, the promotion of professional identification processes in the sense of a teacher identity can be assessed as crucial. In this respect, an autonomy-supporting environment, e.g., created by seminar teachers, can already contribute to that during teacher training.

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