Modellierung und Entwicklung berufsfachlicher Kompetenz in der gewerblich-technischen Ausbildung

Abele, Stephan

doi:10.25162/9783515107556

Cited by 20 publications

(24 citation statements)

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“…Whereas progression was predominantly found for professional knowledge (e.g. Abele, 2014;Atik, 2022;Moehring et al, 2018), problemsolving skills seemed to develop less consistently (Gschwendtner et al, 2017;Nickolaus et al, 2012). However, differences in the development of these two domains have not yet been sufficiently investigated.…”

Section: Development Of Professional Knowledge and Problem-solving Sk...mentioning

confidence: 97%

“…Prior studies suggest that the apprentices' professional knowledge and problem-solving skills progressively develop throughout the course of VET (Abele, 2014;Atik, 2022;Atik & Nickolaus, 2016;Klotz et al, 2015;Klotz & Winther, 2016;Moehring et al, 2018;Nickolaus et al, 2012;Rosendahl & Straka, 2011). However, a few studies also found stagnation (Rauner et al, 2014;Rauner & Ahrens, 2022) or even regressive tendencies (Rauner & Ahrens, 2022;Nickolaus & Ziegler, 2005).…”

Section: Development Of Professional Knowledge and Problem-solving Sk...mentioning

confidence: 99%

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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: Development Of Professional Knowledge and Problem-solving Sk...mentioning

confidence: 97%

Section: Development Of Professional Knowledge and Problem-solving Sk...mentioning

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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“…Based on the research desiderate concerning the relationship of vocational competence and dropout intention and the longitudinal design, the research question of the presented study is: To what extent do the two dimensions of vocational competence influence the various directions of dropout intention during vocational training, while controlling for non-cognitive factors and factors related to the individual's readiness for training? Although direct evidence regarding the influence of vocational competence on dropout intention is lacking, our initial hypotheses regarding the domain-linked dimension of vocational competence draw from several studies highlighting the pivotal role of mathematical proficiency in successfully completing vocational training (e.g., Abele 2014;Dietzen et al 2014;Frank et al 2017;Nickolaus et al 2009;Seeber 2014;Zumbühl and Wolter 2017). Domain-linked competence encompasses the application of foundational knowledge acquired in general education to specific occupational contexts.…”

Section: Research Question and Hypothesesmentioning

confidence: 99%

“…For instance, Zumbühl and Wolter (2017) confirmed the effect of trainees' general mathematic ability on drop-out from VET. This observation is noteworthy as mathematical ability serves as (1) a key predictor for vocational competence in various studies (e.g., Abele 2014;Dietzen et al 2014;Frank et al 2017;Nickolaus et al 2009;Seeber 2014) and ( 2) an integral component of vocational competence in commercial education and training, encompassing economic numeracy (as detailed in the subsequent section). Consequently, these findings suggest a relation between vocational competence and dropout behavior.…”

mentioning

confidence: 93%

“…Therefore, we included the degree of having chosen one's most desired occupation in our analysis as a proxy to control for the effect of subjective mismatches, measured on a Items measuring four directions of drop-out intention -level Likert scale (0 = strongly disagree; 4 = very high interest). Lastly, among competence factors, mathematical capabilities are crucial in successful vocational training(Abele 2014;Dietzen et al 2014;Frank et al 2017;Krötz 2023;Holtmann and Solga 2023;…”

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confidence: 99%

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Exploring the interplay between vocational competence and dropout intention: insights and perspectives

Ma,

Krötz,

Deutscher

et al. 2024

Empirical Res Voc Ed Train

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High drop-out rates from Vocational Education and Training (VET) remain a severe problem in VET systems globally. Despite decades of drop-out research revealing numerous influencing factors, the role of trainees’ vocational competence in their drop-out behavior has been neglected. This study aims to define the structure of vocational competence and analyze its effects on drop-out intention. Using longitudinal data from 458 commercial trainees in Germany, vocational competence is measured at three time points using a validated competence test, subdivided into domain-linked and domain-specific dimensions (Gelman and Greeno, 1989). Four different directions of drop-out intentions are considered, enabling a detailed effect inspection of the prevailing research gap. Additionally, factors identified in previous studies, such as educational level, age, language, and the degree of having chosen one’s desired occupation, are controlled for. We conducted 12 rounds of ordinal logistic regression to test three lagged temporal combinations of the effect relationship between vocational competence and dropout intention over different time spans (T0- > T1, T1- > T2, T0- > T2). We find that lower domain-specific competence increases the intention to drop out from VET without qualification over different time spans. Initial lower domain-specific competence also affects trainees’ intention to change their occupation in the final year of training. Furthermore, higher levels of domain-linked competence at the beginning increase the intention to leave VET to pursue higher qualifications in the midterm of training.

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Modeling, Measurement, and Development of Professional Competence in Industrial-Technical Professions

Ștefănică

Abele

Walker

et al. 2016

Technical and Vocational Education and Training: Issues, Concerns and Prospects

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Modellierung und Entwicklung berufsfachlicher Kompetenz in der gewerblich-technischen Ausbildung

Cited by 20 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

Exploring the interplay between vocational competence and dropout intention: insights and perspectives

Modeling, Measurement, and Development of Professional Competence in Industrial-Technical Professions

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