Berufskundelehrpersonen und ihr professionelles Selbstverständnis: Eine Analyse im Rahmen der Ausbildung von Automatik-, Elektroinstallations- und Informatiklernenden in der Schweiz

Abstract

Der Autor untersucht, welche professionellen Selbstverständnisse Berufskundelehrpersonen in den beruflichen GB von Automatik-, Elektroinstallations-und Informatiklernenden im Verlauf ihrer Karriere ausgebildet haben und welche Auswirkungen dieses auf ihr professionelles Denken und Handeln hat. Diese Forschung bietet eine Grundlage für weitere Untersuchungen zur Unterrichtspraxis von Berufskundelehrpersonen. Es ist wichtig, das professionelle Selbstverständnis von Lehrpersonen zu verstehen, da es ihre Wahrnehmung, Interpretation und Bewältigung von an sie gerichteten Anforderungen beeinflusst, mit denen sie in einem komplexen System konfrontiert sind.

Vocational education teachers have to fulfil their professional tasks within an overly complex system of external conditions. Whether and how teachers perceive, interpret and cope with the resulting normative requirements depends on their professional self-concept. This provides information about the subjective construction of a person's knowledge, attitudes, and beliefs (Drewes, 1993). Due to the interaction between these factors, teachers' professional self-concept can be attributed an action-guiding function (Zimpelmann, 2020a). The present study investigated the professional self-concept that vocational education teachers in the basic vocational training of automation, electrical installation and IT apprentices develop in the context of their careers and what implica­tions this has for their professional thinking and activities. In order to investigate this, external conditions aimed at vocational education teachers were identified on the basis of a document analysis. With the acquisition of interview and observation data, an em­pirical basis was created to identify the subjective knowledge, attitudes, and beliefs of the participants in the study. From the results obtained with the qualitative procedures of grounded theory methodology, six interacting constituent elements of professional self-concept could be reconstructed: Goals (1), personal guiding principles (2), didactic understanding of teaching (3), attitude towards stakeholders (4), attitude towards one's own professional development (5) and professional and educational biographical characteristics and experiences (6). The heterogeneous profiling of these elements were sorted by a case-comparative and case-contrasting procedure and categorised into the three types: the instructor, the Entfalter and the bridge-builder. The results show that the profes­sional thinking and actions of the participants of the study differ depending on their type, respectively their professional self-concept regarding the level of sense, structure, and action. They perceive the external framework conditions and the requirements di­rected at them differently and use specific action strategies in dealing with tensions and antinomies. In addition to the professional action competences according to Bau­mert and Kunter (2006), reflection skills, self-esteem and action experiences from their hybrid professional and educational biographies play an essential role in coping with their professional tasks. The study participants design their lessons on this basis and use different vocational (subject) didactic principles.