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Theme-centered interaction and developmental tasks as research method and pedagogical tool regarding identity
1Faculty of Education, Universität Hamburg, Hamburg, Germany.
Frontiers in Psychology
|October 26, 2023
Summary
This study explores vocational identity development in German dual track vocational education and training (VET). The research evaluated a new retail VET curriculum
Area of Science:
- Educational Psychology
- Vocational Education and Training (VET)
- Sociology of Education
Background:
- Identity development is crucial in vocational education and training (VET).
- Existing research designs for studying identity development have limitations and advantages.
- A new VET curriculum in the retail sector was developed to foster vocational identity.
Purpose of the Study:
- To present the methodology of a PhD project on identity development in German dual track VET.
- To evaluate a newly implemented VET curriculum's effectiveness in fostering vocational identity.
- To investigate the extent to which the curriculum supported learners' identity development.
Main Methods:
- Mixed-methods approach combining theory-driven longitudinal case studies.
- Collection and analysis of qualitative and quantitative data.
- Document analysis of curricula and a theme-centered process analysis for developmental tasks.
Main Results:
- The methodology allowed for deep understanding of individual vocational identity.
- Generalizable insights into VET learners' identity development were generated.
- Exemplary cases illustrated the process analysis of developmental tasks.
Conclusions:
- The presented research approach offers a robust method for studying vocational identity development.
- The methodology is suitable for supporting pedagogical design in VET.
- The study provides valuable insights into the impact of VET curricula on identity formation.
Keywords:
case studiesdesign based researchdevelopmental tasksmixed methodsqualitative researchtheme-centered interactionvocational identityMore Related Videos
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