Handbook of Technical and Vocational Education and Training Research (Buku Panduan Pembinaan Sekolah Menengah Kejuruan dan Pelatihan Penelitian)
Buku ini diterbitkan pertama kali Tahun 2008 oleh Springer Science+Business Media B.V
Judul: Handbook of Technical and Vocational Education and Training Research (Buku Panduan Pembinaan Sekolah Menengah Kejuruan dan Pelatihan Penelitian)
Oleh: Felix Rauner, etal
Penerbit: Springer Science+Business Media B.V.
Tahun: 2008
Jumlah Halaman: 1090 hal.
Pengarang:
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Lingkup Pembahasan:
Buku panduan ini merupakan bagian dari sebuah perpustakaan, buku pegangan tentang pendidikan kejuruan dan pelatihan untuk mengaktifkan Komunitas TVET internasional untuk memenuhi tugas-tugas mereka dan mengatur pekerjaan mereka lebih dan lebih secara profesional.
Seiring dengan terbitnya buku ini, Rupert Maclean dan David Wilson telah mempublikasikan Buku Pegangan Pendidikan secara Internasional untuk Mengubah Dunia Kerja (MacLean / WILSON / CHINIEN 2008).
Buku panduan ini terdiri dari enam jilid dan menonjol karena mengemukakan gambaran secara luas tentang TVET sebagai pertimbangan semua aspek dan kekhasan daerah atau sektor terkait.
Penelitian TVET dapat menjembatani kesenjangan antara praktek TVET, kebijakan TVET dan penelitian pendidikan. Ini berarti bahwa inovasi dalam pendidikan kejuruan dan pelatihan semakin dapat memanfaatkan sumber daya penelitian TVET. Buku pegangan ini terdiri atas 142 bab adalah karya kolektif dari 128 penulis.
Daftar Isi:
Preface 9
Introduction
Vocational Education and Training Research – an Introduction
Felix Rauner and Rupert Maclean 13
Section 1.0: Genesis of TVET Research
Uwe Lauterbach 23
1.1 Genesis of VET Research: Case Study of Australia
Philip Loveder and Hugh Guthrie 32
1.2 Research on China’s Technical and Vocational Education
Jiang Dayuan, Yu Zhijing and Yao Shuwei 37
1.3 French Research on Vocational Training: A Mirror of the Position and Structure of the Training
System?
Philippe Méhaut 43
1.4 On the Genesis of TVET Research in Germany Felix Rauner 48
1.5 History of Vocational Education & Training Research in the United States
Cecilia Maldonado and Sterling Saddler 57
1.6 Overview of Research Concerning Vocational Education and Vocational Training in Modern
Japan Susumu Sasaki 62
1.7 UNESCO’s Research on TVET and Skills Development
Keith Holmes and Rupert Maclean 68
1.8 Research on TVET and Skills Development by Selected Intergovernmental Organisations
and Bilateral Agencies
Keith Holmes and Rupert Maclean 75
1.9 Steps towards International Comparative Research in TVET
Uwe Lauterbach 82
Section 2.0: VET Research in Relation to VET Policy, Planning and Practice
Anneke Westerhuis 93
2.1 VET Research and Social Dialogue
Jonathan Winterton 104
2.2 Work – Education – Training: An Interdisciplinary Research Approach
Manfred Eckert 114
2.3 Occupations and Occupational Areas
A. Willi Petersen 121
2.4 Vocational Education Research as an Innovation Process
Ute Laur-Ernst and Georg Hanf 129
2.5 Research on Technical and Vocational Education and Training (TVET) in the Context of European
Cooperation
Pekka Kämäräinen and Martin Fischer 135
2.6 Research and VET Reform Policy in Transition Countries
Peter Grootings and Sören Nielsen 143
2.7 Development Aid and VET Research
Godehard Köhne and Reinhard Stockmann 149
Section 3: Areas of VET Research
3.1 The Development of Occupations
Georg Spöttl and Morgan Lewis 159
3.1.1 Occupational Research
Werner Dostal 162
3.1.2 Sector Analyses
Georg Spöttl 169
3.1.3 Historical Occupational Research
Falk Howe 175
3.1.4 Prognostic and Prospective Vocational Education and Training (VET) Research
Philipp Grollmann 181
3.1.5. Qualifi cation Research
Otfried Mickler 187
3.2 Research in the Vocational Disciplines
Jörg-Peter Pahl and Felix Rauner 193
3.2.1 Business and Administration
Antje Barabasch 199
3.2.2 EEE/ICT in Selected European Countries
Klaus Jenewein, Alison Shilela and Len O’Connor 206
3.2.3 Construction
Johannes Meyser and Ernst Uhe 214
3.2.4 Agriculture
Martin Mulder 221
3.2.5 Health/Care
Ingrid Darmann, Regina Keuchel and Florence Myrick 227
3.2.6 Education/Social Pedagogy
Maria-Eleonora Karsten 233
3.2.7 Nutrition
Barbara Fegebank 238
3.3 VET Systems Research
Thomas Deißinger 244
3.3.1 Comparative Research on Technical and Vocational Education and Training (TVET)
– Methodological Considerations
Philipp Grollmann 253
3.3.2 Comparative VET Research – Methodological Considerations, Results and Current Questions
Hubert Ertl and Dietmar Frommberger 259
3.3.3 Historical VET Research. Case Studies
3.3.3.1 Research on Vocational Education History in China
Qiding Yu and Zhen He 266
3.3.3.2 Vocational Educational Theory s Historical Research on Vocational Education and Training
(VET)
Günter Pätzold and Manfred Wahle 269
3.3.3.3 Historical Study on the Western School Model of TVET in Japan
Tatsuo Horiuchi 275
3.3.3.4 Historical Research in Vocational Education: A Case Study of the United States
Cecilia Maldonado and Sterling Saddler 279
3.3.4 National and International Reporting on VET. Case Studies
3.3.4.1 National Reporting on VET – Case Study of Australia
Philip Loveder 284
3.3.4.2 Report on Vocational Education in China
Lin Sun 288
3.3.4.3 Germany
Heinrich Althoff and Elisabeth M. Krekel 292
3.3.4.4 VET Reporting: Case Study of the USA
Lisa Hudson and Karen Levesque 296
3.3.4.5 National and International Reporting on VET. Case Study of the European Union Friederike
Behringer 300
3.3.4.6 National and International Reporting on VET – Case Study of OECD, ILO and the World Bank
Simone Kirpal 305
3.3.5 Development and Evaluation of VET Courses
Thomas Deißinger and Jürgen Zabeck 310
3.3.6 VET Research on Pre-Vocational Education. Case Studies
3.3.6.1 Vocational Guidance and Work Orientation
Heinz Dedering 317
3.3.6.2 Prevocational Education: Case Study of UK
Karen Evans 324
3.3.6.3 Pre-Vocational Education in the Netherlands
Jeroen Onstenk 327
3.3.6.4 The Development and Study of Pre-Vocational Education in Japan
Moriki Terada 331
3.3.7 Further Education and Training Research
Rolf Arnold and Henning Pätzold 335
3.3.8 Vocational College Research. Case Studies
3.3.8.1 Study of Higher Vocational Education Research in China
Weiping Shi and Guoqing Xu 342
3.3.8.2 Research on Vocational Colleges and Schools
Günter Pätzold 346
3.3.8.3 Vocational College Research: Case Studies of the USA
Stephanie Riegg Cellini 354
3.4 VET Planning and Development
Jeroen Onstenk 359
3.4.1 Qualifi cation and Curriculum Research
Felix Rauner 364
3.4.2 Competence and Expertise Research
Peter Röben 371
3.4.3 Cooperation between Learning Venues and Training Partnerships
Günter Walden 379
3.4.4 Technical and Vocational Education and Training Research for the Professionalisation of Vocational
Teachers
Philipp Grollmann and Waldemar Bauer 385
3.4.5 Vocational Education and Training and Organisational Development in Companies
Gisela Dybowski and Agnes Dietzen 392
3.5 Costs, Benefi ts, and Financing VET
Robert I. Lerman 398
3.5.1 Costs and Benefi ts of In-Company Vocational Education and Training
Günter Walden 403
3.5.2 National Systems of Financing TVET
Dieter Timmermann 412
3.5.3 National Arrangements for Financing Training in Companies
Andrew Smith 420
3.5.4 The Wider Benefi ts of Learning
Leon Feinstein, Simone Kirpal and Inés Arévalo Sánchez 424
3.5.5 The Contribution of TVET to Innovative Practices
Klaus Ruth 433
3.6 Occupational Work and Competence Development
Martin Fischer and Nicholas Boreham 439
3.6.1 Learning in Work Processes – Competence Development
Peter Dehnbostel 444
3.6.2 Work Design and Work Organization
Karlheinz Sonntag and Ralf Stegmaier 453
3.6.3 Organisational Learning
Michael Dick 458
3.6.4 Work Process Knowledge
Martin Fischer and Nick Boreham 466
3.6.5 Learning with Tutorial Working Systems
Matthias Becker 475
3.6.6 Occupational Socialization
Walter R. Heinz 481
3.6.7 The Development of Moral Judgement
Wolfgang Lempert 489
3.6.8 Vocational Identity
Sabine Raeder 496
3.6.9 Professionalisation
Harald A. Mieg 502
3.7 Shaping Teaching and Learning in TVET
Lorna Unwin 508
3.7.1 Curriculum Research and Development
Ulrike Buchmann and Richard Huisinga 511
3.7.2 Cross-Curricular Competencies
Katharina Maag Merki 517
3.7.3 Shaping and Evaluating Vocational Training Offers
Peter Gerds 523
3.7.4 Shaping Learning Environments
Peter Dehnbostel 531
3.7.5 Task-Oriented Learning
Falk Howe 536
3.7.6 Self-Directed Learning – ConceptualClarifi cations, Theoretical Perspectives and
Modelling
Martin Lang and Günter Pätzold 543
3.7.7 Learning and Teaching Research
Gerald A. Straka 552
3.7.8 Research on Disadvantaged Groups
Arnulf Bojanowski, Peter Eckardt and Günter Ratschinski 558
3.7.9 Media Research and Development
Antje Pabst and Gerhard Zimmer 565
3.8 Shaping Work and Technology
Peter Brödner and Paul Oehlke 573
3.8.1 Work and Technology Research
Felix Rauner and Paul Oehlke 581
3.8.2 Participative Technology Development
Franz Stuber 589
3.8.3 Participative Organisational Development
Franz J. Heeg 593
3.8.4 Participatory Prototyping
Jürgen Friedrich 598
3.8.5 Human-Computer Interaction
Karl-Heinz Rödiger 605
Section 4: Case Studies of TVET Research
Philipp Grollmann and Geoff Hayward 613
4.1 Pilot Test MME: Innovation Project at the Turning Point (BBF)
Ute Laur-Ernst 617
4.2 Using the Dreyfus Model of Skill Acquisition to Describe and Interpret Skill Acquisition
and Clinical Judgement in Nursing Practice and Education
Patricia Benner 624
4.3 The Automotive Mechatronics Technician: Steps in Research and Development towards a
European Occupation
Wilfried Kruse 632
4.4 Production and Qualifi cation
Fred Manske 636
4.5 Training and High Performance Work Systems: A Case Study in Synergy
Andy Smith 641
4.6 Youth, Work and Identity. Life Perspectives and Interests of Young People – a Research
Project
Andreas Witzel 647
4.7 Implementing Dual Vocational Education in China: A Case of Transnational Innovation
Transfer through a German-Chinese Research and Development Project
Zhao Zhiqun and Xu Han 656
4.8 The Assessment: Knowledge, Skills and Competitiveness
Ewart Keep and Ken Mayhew 660
4.9 Learning to Cook: Analysing Apprentice’s Knowledge and Skill Construction in the Workplace
Susan James 674
4.10 Transferability, Flexibility, Mobility as Targets of Vocational Education and Training – The
COST Action A11
Frank Achtenhagen and Susanne Weber 683
Section 5: Research Methods
5.1 Methodological Aspects
Georg Hans Neuweg and Peter Putz 699
5.1.1 Subject-Related Research Approach: Vocational Work and Education Processes
Felix Rauner 703
5.1.2 Situated Learning in Communities of Practice as a Research Topic
Christoph Clases and Theo Wehner 708
5.1.3 Distance and Proximity in VET Research
Lars Heinemann 713
5.1.4 Shaping-Oriented Research and Interdisciplinarity
Gerald A. Heidegger 718
5.1.5 The Tacit and Implicit as a Subject of VET Research
Georg Hans Neuweg 725
5.1.6 On the Implementation of Basic Methods in Vocational Training Research: (Observation,
Experimentation, Interviewing, Content Analysis)
Rainer Bremer 731
5.2 Research Methods: Interview and Observation Methods
Winfried Hacker 738
5.2.1 Technical Interview
Manuela Niethammer 740
5.2.2 Action-Oriented Specialised Interviews
Matthias Becker 747
5.2.3 Task Analysis in Vocational Science
Peter Röben 751
5.2.4 Expert Skilled Worker Workshops
Georg Spöttl 756
5.2.5 Knowledge Diagnosis
Winfried Hacker 761
5.2.6 Assessing Vocational Competences
Bernd Haasler and John Erpenbeck 766
5.2.7 Situation Film
Felix Rauner 774
5.2.8 Studies of Work
Jörg R. Bergmann 780
5.3 Experimentation and Development
Peter Röben 786
5.3.1 Laboratory Experiments and Quasi Experiments
Gerald A. Straka, Katja Meyer-Siever and Johannes Rosendahl 790
5.3.2. Qualitative Experiments
Franz Stuber 795
5.3.3 Experimental Research Designs (ERD) in Vocational Education
Peter F. E. Sloane 800
5.3.4 Participative Development
Bruno Clematide 807
5.3.5 Interdisciplinary Development
Felix Rauner 813
5.4 Evaluation, Quality Development and Assurance
Jürgen van Buer and Eugenie A. Samier 819
5.4.1 Evaluation Research
Gerald Heidegger 825
5.4.2 Participative Quality Assurance
Philipp Gonon 833
5.4.3 Output Orientation as Aspect of Quality Assurance
Sabine Kurz 839
5.4.4 Educational Controlling
Jürgen van Buer 847
5.4.5 Benchmarking in Vocational Education and Training
Susan Seeber 851
5.4.6 Programme Evaluation
Ludger Deitmer 858
5.4.7 Knowledge Management
Michael Dick and Theo Wehner 862
Indexes
References 873
Index of Names 1053
Index of Subjects 1081
The Auth ors 1095
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