BEaGLE: Vocational guidance for collective learning in secondary education – a challenge for teachers and educators
This research project pursues the development of a tableau of qualifications for professional educators who are involved in and responsible for inclusive vocational guidance in an inclusive school system. The tableau of qualifications is intended to be developed through the conduction of qualitative and quantitative empirical research methods. The epistemological motivation behind this particular subject is the lack of degree programs or lectures, offered at University both at educational sciences and respective didactics faculties, providing a decent preparation to support prospective teachers with the educational task of giving vocational guidance for students with special educational needs and differentiated curricular learning objectives.
The project starts with researching the state of the art of inclusive vocational guidance at secondary schools and other educational institutions which are subject of the guidelines of inclusive vocational education. In the first, hypothesis-generating part of the project, several different methods are employed for data collection. On the one hand, case studies are conducted at schools of general education and vocational education, which will specifically implement the inclusive vocational guidance and ideally stay in cooperation. Additionally, possible and already existing cooperation and collaboration partners are taken into consideration. Actions that need to be taken, concepts, ideas and suggestions of inclusive vocational guidance which are applied in practice are examined. Furthermore, unresolved problems, open questions or hindering uncertainties, for which no solutions, answers or responsibilities have been found yet, are taken into account. On the other hand, multi-professional workshops with experts will contribute to the generation of empirically verifiable hypotheses. This way, the qualifications of educators and teachers of special needs, who are involved in inclusive vocational guidance at secondary schools I and II as well as vocational schools, can be identified. By means of this qualitative approach, the conditions of development in different school systems are analysed, which also serve as a foundation for identifying the required competencies of teachers and educators with inclusive vocational guidance responsibility for every specific type of school. The main purpose is to make implications for qualification programs.
In the second, hypothesis-testing part of the project, the generated hypotheses will be tested through a quantitative, empirical research methods in order to analyse the generalizability of the achieved results. The results will serve as the empirical basis for the development of the tableau of qualifications for teachers and educators within an inclusive school system. As a result, in future, the findings are intended to be of use for not only specific systemic changes in the institutions involved, but also for curricular adaptions in the educational system for teachers.
Project staff, University of Duisburg-Essen: M. A. Leonie Bogaczyk (University Campus Essen; until December 31, 2020), M.A. Marie Schröder (University Campus Duisburg), M. A. Georg Geber (Bergische University Wuppertal; until December 31, 2019), M. A. Houdä Lenzen (Bergische University Wuppertal)
Project funding: Federal Ministry of Education and Research within the guideline for research promotion for „Qualification of pedagocical educators for inclusive/including education“
(Förderkennzeichen: 01NV1723A [Part project University of Duisburg-Essen] and 01NV1723B [Part project Bergische University Wuppertal])
Project aim: Development of a tableau of Qualifications for pedagocical educators giving vocational guidance for students with special educational needs at inclusive/including schools
Project period: January 2018 – June 2021
You receive further information on theproject homepage.
(1) Thomas Bienengräber, Thomas Retzmann & Silvia Greiten, unter Mitarbeit von Lütfiye Turhan (2019): Berufsorientierung im Gemeinsamen Lernen der Sekundarstufen – Skizze eines Forschungsprojekts. In: Marie Esefeld / Kirsten Müller/ Philipp Hackstein / Elisabeth von Stechow / Barbara Klacke (Hrsg.): Inklusion im Spannungsfeld von Normalität und Diversität. Band II: Lehren und Lernen. Bad Heilbrunn, S. 103-110.
(2a) Silvia Greiten, Thomas Bienengräber, Thomas Retzmann, Lütfiye Turhan & Marie Schröder (2019): Kompetenzen von Lehrkräften und weiteren pädagogischen Fachkräften als Gelingensbedingungen der inklusiven Berufsorientierung in allgemein- und berufsbildenden Schulen am Beispiel des Organisierens von Schülerbetriebspraktika. In: Journal für Psychologie. Heft 2/2019, Jg. 27, S. 313-335. https://doi.org/10.30820/0942-2285-2019-2-313
(2b) Silvia Greiten, Thomas Bienengräber, Thomas Retzmann, Lütfiye Turhan & Marie Schröder (2019): Competences of teachers and other educational professionals as condition for the success of inclusive vocational guidance in general and vocational schools, exemplified on organizing work placements for students. In: Journal für Psychologie. Heft 2/2019, Jg. 27, S. 313-335. https://doi.org/10.30820/0942-2285-2019-2-313b
(3) Leonie Bogaczyk, Marie Schröder, Thomas Retzmann & Thomas Bienengräber (2020): Theoretische Grundlagen und empirische Befunde zum Wissensmanagement in der inklusiven Berufsorientierung. In: Jahrbuch der berufs- und wirtschaftspädagogischen Forschung. Hrsg. v. Eveline Wittmann / Dietmar Frommberger / Ulrike Weyland. Opladen/Berlin/Toronto, S. 113-130. https://doi.org/10.3224/84742437
(4) Silvia Greiten, Georg Geber, Thomas Bienengräber & Thomas Retzmann (2020): Kollegien qualifizieren. Voraussetzungen für inklusive Berufsorientierung in Schulen schaffen: Ergebnisse aus dem BEaGLE-Projekt. In: SCHULE inklusiv. Heft 9/2020, S. 24-28