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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
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
FullText Text:
  Availability: 0
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  Data: Professionalisation of Future VET Teachers through Assignment-Related Action Competence
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  Data: <searchLink fieldCode="AR" term="%22Valentina+Conty%22">Valentina Conty</searchLink><br /><searchLink fieldCode="AR" term="%22Nina+Langen%22">Nina Langen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Research+in+Vocational+Education+and+Training%22"><i>International Journal for Research in Vocational Education and Training</i></searchLink>. 2026 13(3):392-423.
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  Label: Availability
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  Data: 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
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  Data: 32
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Career+and+Technical+Education+Teachers%22">Career and Technical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Assignments%22">Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany+%28Berlin%29%22">Germany (Berlin)</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2197-8638<br />2197-8646
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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  Data: EJ1506129
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
        StartPage: 392
    Subjects:
      – SubjectFull: Career and Technical Education Teachers
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Assignments
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Educational Cooperation
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      – SubjectFull: Instructional Innovation
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Germany (Berlin)
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      – TitleFull: Professionalisation of Future VET Teachers through Assignment-Related Action Competence
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