Prof Dr phil Ralph Dreher Eight Characteristics of

Prof. Dr. phil. Ralph Dreher Eight Characteristics of good „Automotive. Teachers“: Consequences for TT-TVET 4 th INAP - Conference Beijing Normal University Beijing 26 th – 27 th May 2011

Introduction Methodology Content • 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“

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

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

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

Methodology: Characteristics „Automotive Service“ Work-processes „Automotive-Service“ (tasks and how to do) Diagnostic work is the most important part of Automotive-Service; Overhauling will become more relevant

Methodology: Didactical criteria of modern VET Work-processes „Automotive-Service“ (tasks and how to do) Diagnostic work is the most important part of Automotive-Service; Overhauling will become more relevant Didactical criteria of modern VET Structure of VET is determined by complete activity; Content: Real work-task; Aim: Designing workprocesses

Methodology: Defining Best-Practice Work-processes „Automotive-Service“ (tasks and how to do) Didactical criteria of modern VET Diagnostic work is the Structure of VET is most important part of determined by complete Automotive-Service; activity; Overhauling will become Content: Real work-task; more relevant Description of „best- Aim: Designing workpractice“- VET as processes quality criteria Finding such VET (North and West Germany)

Methodology: Analysing Teacher -Work-processes „Automotive-Service“ (tasks and how to do) Didactical criteria of modern VET Diagnostic work is the Structure of VET is most important part of determined by complete Automotive-Service; activity; Overhauling will become Content: Real work-task; more relevant Description of „best- Aim: Designing workpractice“- VET as processes quality criteria Finding such VET (North and West Germany) Analysing such VET (North and West Germany) Instrument Observing teacher-work Instrument Teacher. Interview

Methodology: Answering Research Question Work-processes „Automotive-Service“ (tasks and how to do) Didactical criteria of modern VET Diagnostic work is the Structure of VET is most important part of determined by complete Automotive-Service; activity; Overhauling will become Content: Real work-task; more relevant Description of „best- Aim: Designing workpractice“- VET as processes quality criteria Finding such VET (North and West Germany) Analysing such VET (North and West Germany) Instrument Observing teacher-work Summerizing to results Instrument Teacher. Interview

Results: Eight Characterictics TVET-work 1 2 3 4 5 6 7 8 Special „Automotive Sector“ Practice- and work-oriented without organizational blindness/myopia Organizing (vocationally scientific-oriented) analyses of work-processes Working didactically synthesizing (instead of reducing) Designing of failure-based tasks in keeping with the learner Preparation of teaching-units down to the last detail Comparative reflection of work-planning and its degree of implementation Acceptance of the role of a coach who works emphatically and encourages the gaining of knowledge Being open towards the constant further development of one’s own classes

Results: Goals and Effects for TT - TVET

Consequence: Work-process oriented TT-TVET 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)

Consequence: Work-process oriented TT-TVET 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).

Consequence: TVET-modules „Automotive Service“ Module Automotive Service Abrasion Repairs Repair of Engine Mechanic Repair of Gear Box Repair of Electrical Circuits Repair of Control Technology Planning lectures for one of the following worktasks: Inspection, exhaust-gas test, control of brake-system and steering-system, change of fluids Repair of brake and clutch, renew axle mounting and steering knuckle, renew exhaust pipe 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 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 Fix defects in the lightning set or power supply (generator/alternator battery) Failure diagnostic and removal at the engine management, the driving dynamics control and the comfort functions

Consequence: TVET-modules „Automotive Service“ 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: Teachers have to prepare, how Low complexity: • students can learn to read connecting plans (identifying the pins); • they explain to the students the use of a Multimeter measering voltage, resistance); Controlling mass air flow sensor by using Multimeter • they can present examples to get across the difference between a functionable and a disfunctionable flow sensor (while engine is running, creating failure codes).

Consequence: TVET-modules „Automotive Service“ 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: Teachers have to prepare, how Middle complexity: • students can understand the method of operation of a CAN-BUS and the differences between HIGH and LOWCAN. ; • they explain to the students the use of standard oscilloscope like Fluke; Controlling CAN-Bus (frame fault) by using Standard-Oscillograph • the students can control the CANBUS-System to locate the possibility of a frame fault.

Consequence: TVET-modules „Automotive Service“ 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: Teachers have to prepare, how 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. ) ; Analyzing sparking voltage by using oscillograph with manual rangeadjustment • they can explain to the students the use of the ranges of the oscilloscope; • they can teach to analyze the measuring-result.

Consequence: TVET-modules „Automotive Service“ Simple Very logical example, good to simulate, easy-to-use measurementequipment example, good to simulate, Controlling air-massflow-sensor measuring inconstant voltage in one range. Controlling CAN-BUS (Frame fault) Complex example with different failurepossibilities, difficult to simulate, measuring inconstant HIGH-voltage with different range. Controlling Ignition. System Complexity of teacher-work

Thank you for your attention! Prof. Dr. phil. Ralph Dreher Bergische Universität Wuppertal Chair for Technical Vocational Didactics (www. tvd. edu) Gaußstrasse 20 D-42119 Wuppertal Germany +49 -202 -439 -2049 rdreher@uni-wuppertal. de