Markus Maurer, Karin Hauser

Die Rolle der Ausbildenden am dritten Lernort: Zwischen pädagogischem Professionalisierungsbedarf und dem Anspruch auf Nähe zum Berufsfeld

Introduction

Die rolle der ausbildenden am dritten lernort: zwischen pädagogischem professionalisierungsbedarf und dem anspruch auf nähe zum berufsfeld. Analyse der Qualifizierung von Ausbildenden in Schweizer überbetrieblichen Kursen. Fokus: pädagogische Professionalisierung, Anforderungen & institutionelle Pfadabhängigkeiten.

Abstract

Der Beitrag untersucht die Qualifizierung von Kursleitenden überbetrieblicher Kurse in der Schweiz. Aus historisch-institutionalistischer Perspektive werden anhand einer qualitativen Inhaltsanalyse rechtlicher Bestimmungen sowie von 44 Interviews die Entwicklung der Anforderungen und deren Auswirkungen auf Beschäftigungsmodelle analysiert. Die Ergebnisse zeigen, dass die Qualifizierungsanforderungen über die Zeit gestiegen sind und je nach beruflicher Grundbildung unterschiedlich umgesetzt werden, was auf institutionelle Pfadabhängigkeiten hinweist.

Review

This paper, titled "Die Rolle der Ausbildenden am dritten Lernort: Zwischen pädagogischem Professionalisierungsbedarf und dem Anspruch auf Nähe zum Berufsfeld," presents a highly relevant and timely investigation into the qualification of instructors in Swiss inter-company courses. Utilizing a robust historical-institutionalist perspective, the study employs a comprehensive methodology, combining a qualitative content analysis of legal provisions with insights from 44 interviews. The abstract highlights a key finding: a notable increase in qualification requirements over time, with varied implementation contingent on prior vocational training, pointing strongly to the influence of institutional path dependencies. This rigorous approach promises a rich empirical contribution to the understanding of professionalization processes in vocational education. The article's focus on "institutionelle Pfadabhängigkeiten" is particularly insightful, providing a powerful explanatory framework for the observed differentiations in qualification uptake and impact. This theoretical engagement is crucial for deciphering how historical and structural factors continue to shape contemporary professional development landscapes. Moreover, the central tension articulated in the title—between the escalating demand for pedagogical professionalization and the fundamental need for practical relevance and proximity to the professional field at the 'third learning location'—is a critical area of inquiry. This inherent dilemma holds substantial significance not only for Swiss vocational education but also for broader international discussions on instructor training, curriculum design, and the evolving professional identity of vocational educators. Overall, this study appears to be a valuable contribution to the field, offering detailed insights into the complex dynamics of vocational instructor qualification. While the abstract is concise, the full paper likely provides nuanced details on how these increased demands are managed and integrated into employment models. The research undoubtedly enriches the discourse on vocational education and training, underscoring the intricate balance required between pedagogical excellence and practical industry relevance. It is an essential read for academics, policymakers, and practitioners engaged in understanding and shaping the future of vocational education.

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