When TVET teacher training is the subject of discussions at any conference around the world, not much time elapses before it becomes patently clear, that there are many unresolved issues to do with this sector of the educational system. The self-same impression occurs upon browsing the current literature. One is left pondering just why the list of issues is so extensive compared to teacher training in general education or the same in academic professions such as medicine, law, maths and IT. I am to mention here but one of these problems, related to the curriculum of vocational teacher education (VTE or TVET TT).
KIT Karlsruher Institut für Technologie
Institute for Vocational and General Education
Field of expertise/main research projects:
- After ten years of schooling: apprenticeship in industry within the Dual System as engineering fitter machinist (3 years). Matriculation exam (Abitur) by second chance education (2 years full time course). - Vocational Teacher Education at university of Saarbruecken (4 years), subjects: Mechanical engineering (main subject), political economy (minor subject) and vocational pedagogy. - Two years in-service teacher training course in Aachen, second state examination (master’s degree). Assistant lecturer in VTE at different technical universities (Aache, Darmstadt, Hannover). Ph.D. in vocational pedagogy (1969) and post-doctoral-degree (Habilitation) in vocational pedagogy as Kassel University, University for Distance Studies Hagen and Karlsruhe University from 1972 to 2005 (retirement).