Doktorat in Erziehungswissenschaften, Universität Genf 2008
Departement für Erziehungs- und Bildungswissenschaften
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Rue P.A. de Faucigny 2
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Meine Forschungsinteressen liegen an der Schnittstelle von Pädagogik und Psychologie. Insbesondere untersuche ich selbstgesteuertes Lernen, Metakognition, Lernstrategien, Hilfesuche, Motivation und die sie beeinflussenden Unterrichtspraktiken, Lehrermotivation sowie das Wissen und die Überzeugungen der Lehrer.
Forschung und Publikationen
How is the quality of upper-secondary-level VET understood by its players, and how does it influence learner commitment?
Beginn 01.02.2018 Ende 30.06.2022 Finanzierung Andere
The notion of training quality is becoming increasingly important in the political discourse on vocational training in Switzerland and has been enshrined in the Vocational Training Act for over ten years. Although the Swiss VET/PET system is recognized nationally and internationally as performing well, this recognition is based primarily on economic indicators such as the youth unemployment rate. However, in order to develop the quality of the training attended by the majority of adolescents and young adults in Switzerland, we maintain that it is essential to take an interest in how those involved in training (apprentices, vocational school teachers, and company trainers) define and perceive the quality of this training. Promoting training quality should, in particular, reduce the risk of trainees dropping out of training and improve their commitment to their training. These indicators enable us to understand the impact of quality from a more psycho-pedagogical perspective, and this project therefore has three objectives, which will be achieved through three consecutive studies. Firstly, the focus group method will be used to understand how the above-mentioned players perceive the characteristics of high (and low) quality training. Secondly, based on the findings of the first objective, a questionnaire will be developed to enable apprentices to express their views on the quality of their training through the two main venues, and thus provide training managers with formative feedback. This instrument will be theoretically and scientifically based; its validity will be examined as part of the project. Thirdly, a questionnaire survey will be used to analyze the impact of the quality of training perceived by apprentices on their commitment. The aim will be to understand which quality characteristics - as perceived by apprentices - promote or, on the contrary, restrict the apprentice's commitment (behavioral, cognitive, and emotional) in the two main training locations, i.e. the training company and the vocational school. Four vocational fields, in which apprenticeship contracts are most frequently broken, will be concerned: a) hairdressing and beauty care, b) hotel and catering services, c) construction, and d) retail. The aims of the project are both scientific and practical. The three studies will provide the scientific basis for a pedagogical tool that can be used by various training managers to assess the quality of training (from the apprentice's point of view) and thus adjust their practices and the organization of training. Examining the links between perceived quality and commitment will underline the relevance of examining these perceptions to support apprentices in their training and enable them to become competent professionals. In terms of contribution to scientific knowledge, the project will deepen work on teaching quality by considering an often neglected training context, that of initial vocational training. It will broaden current conceptions of the quality of vocational training by looking at the two main training sites and will be anchored in specific professional fields. The project will take a fresh look at training quality and illustrate its relevance.