Editorial

From November 23 to November 24, 2017, the second symposium on technical teaching and learning organized by the editors of the Journal of Technical Education (JOTED) and hosted by the University of Siegen took place in the Artur-Woll House. As JOTED editors and event organizers, this symposium was even more exciting to us than the first one in 2016: Rather than simply coming together for a one-time event as in 2016, this symposium was about establishing a format. The idea of continuing the symposium originated from conversations we had at the first symposium and from its wrap-up in the aftermath when we held an editorial board meeting for JOTED. It was in that meeting that a new vision was born: We intended to turn the symposium as a one-time event into an annual series so that it would add to the discipline-specific conference formats already in place. By facilitating contact points for cross-disciplinary researchers, we intended the symposium to propel scientific discussions and exchange on the diverse aspects of technical teaching and learning. We were therefore relieved about the many responses to our call for papers. In total, we had received twice as many abstracts as we could accept for the symposium. In order to meet the demand and do justice to a whole range of interesting research foci, we decided to implement a new poster-format in addition to the presentation program. As the number of registrations had doubled, too, we were sure that concurrent conference lines would help us to live up to these numbers

Editorial: Basic digital teacher training - not in sight

Digitization is progressing, teacher training - explicitly in the vocational area - is not keeping up. Against the background of current and foreseeable requirements that digitization places on trainees and young professionals, there are a number of challenges for their teachers, which are divided into the main areas of media education, media didactics / methodology and specialist technology. Each of these main areas contains demanding and interdependent aspects, which can be handled proactively both in the course of study and in the course of training

Editorial: The Recommendations of the Standing Scientific Commission of the KMK for Dealing with the Acute Shortage of Teachers. A Critique from the Perspective of Vocational Training

Based on an acute shortage of teachers that is expected to continue to worsen, the Standing Scientific Commission (SWK) of the Conference of Ministers of Education and Cultural Affairs (KMK) has published a position paper in which a number of recommendations are presented in order to ensure nationwide security for teaching in Germany. These suggestions arelargely counterproductive (not only) from the perspective of vocational training. This article provides a central analysis of the evidence on which the SWK bases its recommendations and how it justifies them. It is revealed that some recommendations are not scientifically backed at all and where evidence is provided, questions often arise as to their relevance and viability. Overall, it can be seen that the recommendations of the Standing Scientific Commission of the KMK for dealing with the acute shortage of teachers hardly illuminate the cause of the problem and do so only onesidedly (related to the teaching staff) while mainly recommending measures without scientific foundation, which in their implementation have little potential for resources, but large have potential for conflict. This is contrasted with reflections on the study and work motivation of teachers and a look at education financing in order to show where the possible causes of the shortage of teachers lie, what that has to do with career orientation and perceptions and how one could possibly make progress here.Based on an acute shortage of teachers that is expected to continue to worsen, the Standing Scientific Commission (SWK) of the Conference of Ministers of Education and Cultural Affairs (KMK) has published a position paper in which a number of recommendations are presented in order to ensure nationwide security for teaching in Germany. These suggestions are largely counterproductive (not only) from the perspective of vocational training. This article provides a central analysis of the evidence on which the SWK bases its recommendations and how it justifies them. It is revealed that some recommendations are not scientifically backed at all and where evidence is provided, questions often arise as to their relevance and viability. Overall, it can be seen that the recommendations of the Standing Scientific Commission of the KMK for dealing with the acute shortage of teachers hardly illuminate the cause of the problem and do so only onesidedly (related to the teaching staff) while mainly recommending measures without scientific foundation, which in their implementation have little potential for resources, but large have potential for conflict. This is contrasted with reflections on the study and work motivation of teachers and a look at education financing in order to show where the possible causes of the shortage of teachers lie, what that has to do with career orientation and perceptions and how one could possibly make progress here

How can we get technology taught in schools?

"How do we get technology taught in schools" is a question that is increasingly being asked by those parts of our educational system which impart technical skills, i.e. vocational schools, businesses and technical colleges. It is not only because of demographic changes that technology-oriented areas of post-school education are faced with quantitative but also qualitative youth shortages. Fewer and fewer young people are choosing a technical education while the basic technical skills of future generations are decreasing. To quote an instructor of a large company: "half of the trainees we chose to have this year for the job of industrial mechanic could not even perform simple repairs to a bike"..

Editorial: Success factors or barriers: A narrative 5-factor model to explain the digital inertia of our schools

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Editorial: Competence-oriented study - didactic reform of higher education or Bologna-Rhetoric?

The planned and realized at least on a formal level standardization of qualifications in the EU was enforced in 2010. But the ongoing implementation problems and criticisms throw a bad light on the concept of the Bologna process. The key objectives - a faster career and the recognition of achievements over the country's borders - have not been achieved in Germany. An improvement of the reform takes place only on a contextual level, instead of taking into account the core aspect of the programmatic: the competence orientation

Editorial: Hybrid Learning Landscapes in vocational education

Digitalization and the use of digital media in vocational education has received a massive boost again, not least due to the Corona pandemic and the associated restrictions on present instruction. However, the implementation of digital media and digital learning environments poses new challenges that affect both the conceptual design of lessons and their media implementation. Furthermore, it affects the provision, management and use of the necessary digital infrastructure with all relevant changes or extensions in the teaching-learning interaction. In order to meet these challenges, an approach for teaching-learning arrangements and environments was developed, which combines the basic ideas and premises of competence-oriented classroom teaching with digital learning environments interlocked and consistently implemented. This is known as Hybrid Learning Landscapes and is currently in a test phase in the states of Bavaria and Hesse.Digitalization and the use of digital media in vocational education has received a massive boost again, not least due to the Corona pandemic and the associated restrictions on present instruction. However, the implementation of digital media and digital learning environments poses new challenges that affect both the conceptual design of lessons and their media implementation. Furthermore, it affects the provision, management and use of the necessary digital infrastructure with all relevant changes or extensions in the teaching-learning interaction. In order to meet these challenges, an approach for teaching-learning arrangements and environments was developed, which combines the basic ideas and premises of competence-oriented classroom teaching with digital learning environments interlocked and consistently implemented. This is known as Hybrid Learning Landscapes and is currently in a test phase in the states of Bavaria and Hesse

Didaktische Implementierung digitaler Medien. Empirische Ergebnisse einer qualitativen Studie an 15 beruflichen Schulen der Landeshauptstadt München

Im Zuge der wissenschaftlichen Begleitung der Computer-Neuausstattung aller Schulen der Landeshauptstadt München wurde eine schwerpunktmäßig qualitative Befragung der Kollegien an 15 beruflichen Schulen durchgeführt. Die Neuausstattung zeichnet sich zum einen durch ein sehr hohes technisches Niveau aus, zum anderen durch ein didaktisch orientiertes Nachhaltigkeits-Konzept, welches sich auf die Hardwarekomponenten, die Software aber auch auf die entsprechende Fortbildung und das damit korrespondierende Qualitätsmanagement bezieht. Im Focus der empirischen Untersuchung standen einerseits Kenngrößen bzgl. des Einsatzes der Ausstattung im Unterricht bzw. zu dessen Vor- und Nachbereitung, andererseits darauf bezogene Argumentationen. Dabei deutete sich insgesamt eine hohe Akzeptanz der Ausstattung an, sowohl, was ihre direkte Nutzung als auch die damit zusammenhängenden Service- und Supportkonzepte betrifft. (Autor

Editorial: Kompetenzorientiert studieren - didaktische Hochschulreform oder Bologna-Rhetorik?

Die angestrebte und zumindest auf formaler Ebene realisierte Vereinheitlichung von Studienabschlüssen in der EU wurde 2010 durchgesetzt. Doch die anhaltenden Implementierungsprobleme und Kritiken werfen kein gutes Licht auf das Konzept des Bologna-Prozesses. Die zentralen Ziele - ein schnellerer Berufseinstieg und die Anerkennung von Leistungen über die Landesgrenzen hinaus - wurden in Deutschland bisher nicht erreicht. Eine Verbesserung der Reform findet von den Beteiligten zurzeit lediglich auf kontextueller Ebene statt und berücksichtigt dabei nicht den Kernaspekt der Programmatik: die Kompetenzorientierung

Editorial: Die Empfehlungen der Ständigen Wissenschaftlichen Kommission der KMK zum Umgang mit dem akuten Lehrkräftemangel. Eine Kritik aus Perspektive der beruflichen Bildung

Ausgehend von einem akuten, sich absehbar weiterhin zuspitzenden Lehrer:innenmangel hat die Ständige Wissenschaftliche Kommission (SWK) der Kultusministerkonferenz (KMK) ein Positionspapier veröffentlicht, in welchem eine Reihe von Empfehlungen vorgestellt werden, um eine flächendeckende Absicherung des Unterrichts in Deutschland zu gewährleisten. (Nicht nur) aus einer Perspektive der beruflichen Bildung stellen sich diese Vorschläge als weitgehend kontraproduktiv dar. Im vorliegenden Aufsatz wird zentral analysiert, auf welche Belege die SWK ihre Empfehlungen abstützt und wie sie diese genau begründet. Dabei wird offengelegt, dass einige Empfehlungen überhaupt nicht wissenschaftlich hinterlegt sind und sich dort, wo Belege eingebracht werden, häufig Fragen bezüglich deren Einschlägigkeit und Tragfähigkeit aufwerfen. Insgesamt zeigt sich, dass die Empfehlungen der Ständigen Wissenschaftlichen Kommission der KMK zum Umgang mit dem akuten Lehrkräftemangel die Problemlage kaum ursächlich und nur einseitig (bezogen auf das Lehrpersonal) beleuchten und ohne wissenschaftliche Fundierung überwiegend Maßnahmen empfehlen, die in ihrer Umsetzung geringes Ressourcenpotenzial, jedoch großes Konfliktpotenzial aufweisen. Dem gegenübergestellt werden Überlegungen zur Studien- und Arbeitsmotivation von Lehrkräften und ein Blick auf die Bildungsfinanzierung geworfen, um aufzuzeigen, wo mögliche Ursachen des Lehrkräftemangels liegen, was das mit Berufsorientierungen und -wahrnehmungen zu tun hat und wie man hier möglicherweise konstruktiv und nachhaltig weiterkommen könnte