Professionalisation of Future VET Teachers through Assignment-Related Action Competence
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| Title: | Professionalisation of Future VET Teachers through Assignment-Related Action Competence |
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| Language: | English |
| Authors: | Valentina Conty, Nina Langen |
| Source: | International Journal for Research in Vocational Education and Training. 2026 13(3):392-423. |
| Availability: | European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Career and Technical Education Teachers, Preservice Teachers, Theory Practice Relationship, Foreign Countries, Assignments, Teacher Competencies, Educational Cooperation, Instructional Innovation, Instructional Effectiveness, Preservice Teacher Education |
| Geographic Terms: | Germany (Berlin) |
| ISSN: | 2197-8638 2197-8646 |
| Abstract: | Purpose: This study investigates the effectiveness of Cooperation Laboratories (Co-Labs) in strengthening competences in the analyse, modification, and development of teaching assignments (assignment-related action competences) among Vocational Education and Training (VET) teacher students. Furthermore, it examines how this learning arrangement contributes to their professionalisation by addressing the so-called double theory-practice gap in VET teacher education, which requires future teachers to connect theoretical knowledge with both school-based and company-based practice. Method: The study follows a mixed-methods design, combining a quantitative pre-post survey (N = 156 observations) with a qualitative analysis of reflection-based student portfolios (N = 13). The dimensions of knowledge, ability, and willingness were assessed based on the competence model of the German Standing Conference of the Ministers of Education and Cultural Affairs (KMK). The quantitative part provides standardised insights into competence development across two course cycles, while the qualitative part offers context-specific perspectives on how VET teacher students perceive their learning processes within the Co-Lab. Findings: According to the KMK competence model, the results show (i) a slight improvement in assignment-related knowledge, (ii) a significant increase in ability to handle teaching assignments, and (iii) consistently high motivation levels to work with teaching assignments with no significant changes over time. The qualitative data provide context-specific insights into the VET teacher students' perspectives: They highlight that students perceive assignment development, the multi-perspective collaboration with practitioners, and feedback loops as central to their learning progress. Conclusion: The findings highlight the potential of the Co-Lab format to foster the professionalisation of VET teacher students. By focusing on teaching assignments in a cooperative and multiperspective way, the format strengthens assignment-related action competences. The combination of theory with school and company practice in Co-Labs helps to address the double theory--practice gap in VET teacher education. The study thus contributes to the discussion on innovative university formats that enhance professionalisation processes and promote action-oriented competence development among future VET teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506129 |
| Database: | ERIC |
| Abstract: | Purpose: This study investigates the effectiveness of Cooperation Laboratories (Co-Labs) in strengthening competences in the analyse, modification, and development of teaching assignments (assignment-related action competences) among Vocational Education and Training (VET) teacher students. Furthermore, it examines how this learning arrangement contributes to their professionalisation by addressing the so-called double theory-practice gap in VET teacher education, which requires future teachers to connect theoretical knowledge with both school-based and company-based practice. Method: The study follows a mixed-methods design, combining a quantitative pre-post survey (N = 156 observations) with a qualitative analysis of reflection-based student portfolios (N = 13). The dimensions of knowledge, ability, and willingness were assessed based on the competence model of the German Standing Conference of the Ministers of Education and Cultural Affairs (KMK). The quantitative part provides standardised insights into competence development across two course cycles, while the qualitative part offers context-specific perspectives on how VET teacher students perceive their learning processes within the Co-Lab. Findings: According to the KMK competence model, the results show (i) a slight improvement in assignment-related knowledge, (ii) a significant increase in ability to handle teaching assignments, and (iii) consistently high motivation levels to work with teaching assignments with no significant changes over time. The qualitative data provide context-specific insights into the VET teacher students' perspectives: They highlight that students perceive assignment development, the multi-perspective collaboration with practitioners, and feedback loops as central to their learning progress. Conclusion: The findings highlight the potential of the Co-Lab format to foster the professionalisation of VET teacher students. By focusing on teaching assignments in a cooperative and multiperspective way, the format strengthens assignment-related action competences. The combination of theory with school and company practice in Co-Labs helps to address the double theory--practice gap in VET teacher education. The study thus contributes to the discussion on innovative university formats that enhance professionalisation processes and promote action-oriented competence development among future VET teachers. |
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| ISSN: | 2197-8638 2197-8646 |
