Entwicklung und Modellierung beruflicher Fachkompetenz in der gewerblichtechnischen Grundbildung

Abstract

Ausbildungsqualitäten und die Motivation als relevante Einflussfaktoren zur Varianzaufklärung des Lernerfolgs in die Analysen einbezogen. A BSTRACT : This paper firstly presents developments of vocational and occupational competencies as well as the relevant predictors for these competencies. Secondly, reflections on the modelling of vocational and occupational competencies including first results of its empirical testing are addressed. In case of the car-mechatronics basic education the testing of the dimensionality and gradation of the modelling are based on item response models. Regarding trouble shooting skills (problem solving) in electricians basic education a hypothetical model is presented which was generated on the basis of five empirical studies dealing with the development and improvement of trouble shooting skills. Developments of vocational and occupational competencies are presented in recourse to classical testing theory related to the basic education of car-mechatronics and electrical fitters. Besides pre-knowledge, which usually is the dominant predictor, other predictors such as the basic cognitive abilities (IQ), central basic competencies (mathematics, reading), the type of training (full-time schooling vs. dual system), quality of training in school and companies and the motivation are considered as relevant influencing factors to explain the variance of learning success.