Prof. Dr. phil. Ralph Dreher Eight Characteristics of good „Automotive- Teachers“: Consequences...

Prof. Dr. phil. Ralph Dreher

Eight Characteristics of good „Automotive-Teachers“:

Consequences for TT-TVET

4th INAP - ConferenceBeijing Normal University

Beijing26th – 27th May 2011

Introduction

Methodology• Characteristics of work in the field of „Automotive Service“

• Didactical criteria for VET

• Analysing teacher work in best practice-examples

Results• Eight characteristics of good TVET-work

• Goals of and effects on teacher-training

Consequence:

• Modules for TT-TVET in the field of „Automotive Service“

Co

nte

nt

Intr

od

uct

ion

• New markets for luxury-class-cars (e.g.China);

• The customer expects not only a car with up-to-date technology, he awaits a product with first-class-support;

• High-level-educated native (!) manpower for Automotive-Service in these countries.

Intr

od

uct

ion

• New markets for luxury-class-cars (e.g.China);

• The customer expects not only a car with up-to-date technology, he awaits a product with first-class-support;

• High-level-educated native (!) manpower for Automotive-Service in these countries.

Research Questions:

How can a functionable and aim-oriented vocational education training (VET) be established ?

What is the design of an efficient teacher-training to realize this VET ?

Met

ho

do

log

y:C

har

acte

rist

ics

„Au

tom

oti

ve S

ervi

ce“

Work-processes„Automotive-Service“(tasks and how to do)

Diagnostic work is the most important part of

Automotive-Service;Overhauling will become

more relevant

Met

ho

do

log

y:

Did

acti

cal

crit

eria

of

mo

der

n V

ET Work-processes

„Automotive-Service“(tasks and how to do)

Didactical criteriaof

modern VET

Structure of VET is determined by complete

activity;Content: Real work-task;

Aim: Designing work-processes



more relevant

Met

ho

do

log

y:D

efin

ing

Bes

t-P

ract

ice



modern VET

Description of „best-practice“- VET as

quality criteria

Finding such VET (North and West Germany)






more relevant

Met

ho

do

log

y:A

nal

ysin

g T

each

er -

Wo

rk



modern VET


quality criteria


InstrumentObserving

teacher-work

InstrumentTeacher-Interview

Analysing such VET (North and West Germany)






more relevant



modern VET


quality criteria


InstrumentObserving

teacher-work

InstrumentTeacher-Interview

Analysing such VET (North and West Germany)

Summerizing to

results

Met

ho

do

log

y:A

nsw

erin

g R

esea

rch

Qu

esti

on






more relevant

Res

ult

s:E

igh

t C

har

acte

rict

ics

TV

ET-

wo

rk Special „Automotive Sector“1 Practice- and work-oriented without organizational

blindness/myopia

2 Organizing (vocationally scientific-oriented) analyses of work-processes

3 Working didactically synthesizing (instead of reducing)

4 Designing of failure-based tasks in keeping with the learner

5 Preparation of teaching-units down to the last detail 6 Comparative reflection of work-planning and its

degree of implementation

7 Acceptance of the role of a coach who works emphatically and encourages the gaining of knowledge

8Being open towards the constant further development of one’s own classes

Res

ult

s:G

oal

s an

d E

ffec

ts f

or

TT

- T

VE

T

„Automotive Sector“ Teacher training Goals Effect

1 Practice- and work-oriented without organizational blindness/myopia

Definition of tasks: Find realistic working tasks

Inn

ova

tin

g

Ed

ucatin

g

2 Organize (vocationally scientific-oriented) analyses of work-processes

3 Working didactically synthesizing (instead of reducing)

Development of tasks: Define workable and internally differentiated working tasks 4 Designing of failure-based tasks

in keeping with the learner 5 Preparation of teaching-units

down to the last detail Implementation : Offer coaching for the students; Allow for mistakes and moderate internal reviews of the students groups, offer technical and manual assistance; moderate internal and external processes of reflection

Te

ach

ing

Ad

vis

ing

6 Comparative reflection of work-planning and its degree of implementation

7 Acceptance of the role of a coach who works emphatically and encourages the gaining of knowledge

Ass

ess

ing

8 Being open towards the constant further development of one’s own classes

Reflection of teaching-units: Work out possibilities for improvement of the lecture plan and execution

Innovating

CEPI – Conti-nius Edu-cation Pro-cess

Co

nse

qu

ence

:W

ork

-pro

cess

ori

ente

d T

T-T

VE

T

How can we educate such trainers?

• Teachers have to learn to teach by doing. (Mayr 2006)

• Teacher-education has to integrate practical periods. (Oser 2003)

• Teacher work needs implied knowledge generated by experience. (Neuweg 2002).

• Teacher work has to focus on the planning, implemantation and reflection of teacher-units tailored to exemplary working tasks

(Dreher/Kath 2004)

Co

nse

qu

ence

:W

ork

-pro

cess

ori

ente

d T

T-T

VE

T

How can we educate such trainers?

• Teachers have to learn to teach by doing. (Mayr 2006)

• Teacher-education has to integrate practical periods. (Oser 2003)

• Teacher work needs implied knowledge generated by experience. (Neuweg 2002).

• Teacher work has to focus on the planning, implemantation and reflection of teacher-units tailored to exemplary working tasks

(Dreher/Kath 2004) Idea:VET has to be organized in modules, which contain real work tasks. The work tasks have to be organized using the principle of development tasks (Havinghurst 1972).

Co

nse

qu

ence

:T

VE

T-m

od

ule

s „A

uto

mo

tive

Ser

vice

“

Module Planning lectures for one of the following work-tasks:

Automotive Service Inspection, exhaust-gas test, control of brake-system and steering-system, change of fluids

Abrasion Repairs Repair of brake and clutch, renew axle mounting and steering knuckle, renew exhaust pipe

Repair of Engine Mechanic Failure diagnostic and based on it a valve seat overhaul, renewal of main and connecting rod small end bearing, cylinder measurement and insertion of oversized piston

Repair of Gear Box Renewal of synchromesh mechanisms; renewal of brake band, multi-plate clutches and free-wheel feature, checking of control valve for module/ control pressure, overhaul of power lock differential

Repair of Electrical Circuits Fix defects in the lightning set or power supply (generator/alternator battery)

Repair of Control Technology Failure diagnostic and removal at the engine management, the driving dynamics control and the comfort functions

Co

nse

qu

ence

:T

VE

T-m

od

ule

s „A

uto

mo

tive

Ser

vice

“ Aim of the TT-TVET-modules:Teachers have to be able to create module-conform units with learning tasks, which gain more and more complexity.

For example:

Low complexity:

Controlling mass air flow sensor

by using Multimeter

Teachers have to prepare, how

• students can learn to read connecting plans (identifying the pins);

• they explain to the students the use of a Multimeter measering voltage, resistance);

• they can present examples to get across the difference between a functionable and a disfunctionable flow sensor (while engine is running, creating failure codes).

Co

nse

qu

ence

:T

VE

T-m

od

ule

s „A

uto

mo

tive

Ser

vice


For example:

Middle complexity:


• students can understand the method of operation of a CAN-BUS and the differences between HIGH and LOW-CAN.;

• they explain to the students the use of standard oscilloscope like Fluke;

• the students can control the CAN-BUS-System to locate the possibility of a frame fault.

Controlling CAN-Bus (frame fault) by using

Standard-Oscillograph

Co

nse

qu

ence

:T

VE

T-m

od

ule

s „A

uto

mo

tive

Ser

vice


For example:

High complexity:


• students can work with the oscilloscope in a high-voltage-system;

• they can simulate failures (spark -plug, ignition distributor, preresistor, ignition-cable) without destroying subsystems like catalyst, lambda oxygen sensor.) ;

• they can explain to the students the use of the ranges of the oscilloscope;

• they can teach to analyze the measuring-result.

Analyzing sparking voltage by using oscillograph with

manual range-adjustment

Co

nse

qu

ence

:T

VE

T-m

od

ule

s „A

uto

mo

tive

Ser

vice

“

Simpleexample,

good to simulate,easy-to-use measurement-

equipment

Very logicalexample,

good to simulate,measuring inconstantvoltage in one range.

Complex example

with different failure-

possibilities,difficult to simulate,

measuring inconstant

HIGH-voltage with different

range.Complexity of teacher-work

Controlling air-mass-flow-sensor

Controlling CAN-BUS(Frame fault)

Controlling Ignition-System

Thank you for your attention!

Prof. Dr. phil. Ralph DreherBergische Universität Wuppertal

Chair for Technical Vocational Didactics (www.tvd-edu.com)Gaußstrasse 20

D-42119 WuppertalGermany

[email protected]

Prof. Dr. phil. Ralph Dreher Eight Characteristics of good „Automotive- Teachers“: Consequences...

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