Professional science

from Wikipedia, the free encyclopedia

Under professional science refers to the examination, hedging and structuring of knowledge about professions and in particular that knowledge that makes a profession itself. In this respect, the professional sciences are concerned with the contents and forms of professionally organized specialist work that are expressed in professions and occupational fields in their interrelationship with the subject of the work and the associated qualification and educational processes and their potential.

Emergence

The "professional science" has its origin in the work analyzes of the 1950s. Since the 1960s at the latest, the need for professional research has been increasingly pointed out in order to explain the profession with all its facets and meanings.

With the realization that due to underdeveloped professional qualification research the risk of misinterpretations in professional analyzes is great, professional science found greater acceptance. Today, professional science is an integral part of university teaching (e.g. pedagogy , teacher training courses, etc.).

Concept of "professional science"

In the discipline of occupational research, there is no exact separation from adjacent or overlapping areas such as " occupational field science " , " occupational field research " or " industrial and technical science ". The term “professional science” (or “professional research”) reflects the character of the interdisciplinary orientation of the research subject. Vocational science can be subdivided into sub-disciplines based on the definition of the professional subjects of the Conference of Ministers of Education. Members of the industrial and technical sciences (gtw) are organized in a working group.

“Professional science” describes the research into the connections between “professional practice, professional theory, specialist work, curricula, professional profiles, etc. a. (...) in order to gain knowledge that is important for the design of vocational training ”. To this end, professional science must deal intensively with the world of work and its characteristics in terms of qualification, competence and education. Only in this way can it “make contributions to the design of vocational training and university subjects”. Furthermore, the development conditions, the development of a profession and its integration into the world of work are the subject of professional science.

Classification and delimitation of professional science depends to a large extent on the understanding of the term “ profession ”.

Classification and demarcation

What is the subject of professional research depends on the understanding and definition of the term “ profession ” and its connotations . A job is the long-term employment of the individual, whereby this employment is based on certain knowledge, skills and professional experience. In this sense, it is the Berufswissenschaften a matter of determining the knowledge and skills which enables people an acquisition professional exercise. The findings are used in the professional sciences to analyze, describe and also promote the development of competencies ( training occupation). In this sense it is also an educational science .

Research fields

The specialist literature names four mutually interlinked areas of science which make up the focal points of professional research (cf. Rauner, 2002). According to Spöttl / Becker, these can be differentiated into the following research fields of occupational science:

  • Vocational education and development processes
  • Changes in work, qualifications, technology and vocational training
  • Design of professions and vocational training systems
  • Curriculum development and revision, professional didactics
  • Organizational development and learning location planning, industrial culture

Objectives of professional research

The professional research tries to examine and secure the actually used and actually required knowledge and skills of the skilled workers in the work process. The work tasks typical for a profession are arranged in a development-logical structure, if possible. The development of learning and work tasks as well as curriculum development and revision are also the subject of professional research. Work process-oriented teaching and learning arrangements, learning tasks and learning situations are developed for vocational training . This also includes the design of learning and specialist rooms, the equipment of learning locations and the development of problem-oriented learning environments.

Professional qualification research

The professionally oriented qualification research pursues the goal of identifying the work tasks that are characteristic of a profession and the qualification requirements incorporated in them, and of investigating the didactic significance of these tasks for competence development. Qualification research encompasses industrial and technical specialist work through to the development of curricula, which also has the design of learning processes as its subject. Scientific research on vocational training is dependent on qualification research. This creates knowledge about the world of work and the professional profiles recognized in society.

Professional qualification research

  • is interdisciplinary
  • relies on qualitative research that intelligently uses quantitative research approaches to ensure validity, reliability and objectivity
  • assumes a context and domain-related concept of competence
  • explores the conditions of the subject's competence development for the profession
  • is based on a “skill” capturing competence development model
  • opens up meaningful work contexts
  • leads to detailed task descriptions
  • lays the foundation for the conception of European-oriented core professions

See also

literature

  • Alfred Bannwitz, Felix Rauner (ed.): Science and occupation . Donat, Bremen 1993, ISBN 3-924444-70-6 ( Vocational Education , 17).
  • Matthias Becker, Georg Spöttl: Professional research. A workbook for study and practice . Peter Lang, Frankfurt am Main a. a. 2008, ISBN 978-3-631-58029-5 ( Vocational education in research, school and the world of work , 2).
  • Matthias Becker, Georg Spöttl: Professional scientific crystallization points for the development of work processes. Basis for designing the job profile . In: work design, flexibility, competence development. Report on the 47th Congress of the Society for Ergonomics from 14. – 16. March 2001 . GfA-Press, Dortmund 2001, ISBN 3-9806222-6-6 , pp. 399-404 ( Society for Work Science, Annual Documentation , 2001).
  • Matthias Becker, Georg Spöttl; Thomas Vollmer (Hrsg.): Teacher training in commercial-technical subjects . In: W. Bertelsmann: Vocational Training, Work and Innovation , Volume 37, Bielefeld 2012, ISBN 978-3-7639-5048-5 .
  • Erich Dauenhauer: Occupational Policy . 6th completely revised and expanded edition. Walthari, Münchweiler 1998 ( Profession, Economy, Human Capital , 19).
  • Werner Dostal: occupational research. Occupation as a research area of ​​the Institute for Employment Research (IAB) from 1967 to 2003. Contribution AB 296, Nuremberg 2005, ISSN  0173-6574 .
  • Volkmar Herkner, Bernd Vermehr (Ed.): Professional field science , professional field didactics , teacher training. Contributions to didactics of industrial and technical vocational training. Festschrift for the 65th birthday of Jörg-Peter Pahl . Donat, Bremen 2004, ISBN 3-934836-88-7 ( Vocational training. Change in work and technology ).
  • Jörg-Peter Pahl, Volkmar Herkner (Ed.): Handbook of professional subjects . Bertelsmann, Bielefeld 2010, ISBN 978-3-7639-4217-6 .
  • Jörg-Peter Pahl, Felix Rauner (Hrsg.): Subject: Professional field sciences. Contributions to research and teaching in the commercial-technical fields . Donat. Bremen 1998, ISBN 3-931737-67-5 ( vocational education ).
  • Jörg-Peter Pahl, Felix Rauner, Georg Spöttl (eds.): Professional work process knowledge . A subject of research in the professional field sciences . Nomos, Baden-Baden 2000, ISBN 3-7890-6668-0 ( Education and the world of work , 1).
  • Willi Petersen, Georg Spöttl: The professional approach to training teachers for vocational schools at the University of Flensburg . In: Berufsbildung 53rd Vol., Heft 58, 1999, pp. 8-11, ISSN  0005-9536 , biat.uni-flensburg.de .
  • Felix Rauner (Ed.): Handbook Vocational Training Research . Bertelsmann, Bielefeld 2005, ISBN 3-7639-3167-8 .
  • Friedrich Schlieper: General vocational education . Lambertus-Verlag, Freiburg im Breisgau 1963 ( Wirtschaftspädagogische Schriften , 6).

Individual evidence

  1. ^ Rauner: [Unknown publication] . 2001.
  2. ↑ Schlieper, 1963; Grüner, 1970; Müller, 1975
  3. ↑ The working group gtw. In: gtw-ag.de. Retrieved October 1, 2016 .
  4. ^ A b c d Georg Spöttl, Matthias Becker: Professional research: A workbook for study and practice . Peter Lang, Frankfurt / M. / Berlin / Bern; Bruxelles / New York / Oxford / Vienna 2008, ISBN 978-3-631-58029-5 , pp. 16 .
  5. ↑ Schaub, Zenker: [Unknown publication] . 1995.
  6. ↑ Matthias Becker, Georg Spöttl: Professional research and its empirical relevance for curriculum development . In: Karin Büchter, Franz Gramlinger (ed.): Vocational and economic education . No. 11 , 2006, ISSN  1618-8543 , p. 4 ( bwpat.de [PDF]).
  7. ↑ Occupational research for modern vocational training - status and prospects . Federal Institute for Vocational Training , 2008