Prof. Dr. phil. habil.Martin Hartmann

Professor at Technical University Dresden, Germany; Head of Intitute for Vocational Education and Vocational Didactics

Technical University Dresden, Germany

Intitute for Vocational Education and Vocational Didactics


Issue 6

Field of expertise/main research projects:
Technical Vocational Education and Training (TVET); Metal and machine technology / vocational didactics (Metall- und Maschinentechnik / Berufliche Didaktik); Economy, technology and household (Wirtschaft, Technik und Haushalt)

Articles byMartin Hartmann

Editorial Issue 12: Technical Didactics as a Theoretical Basis for an Effective Practical Implementation of TVET

Editorial Issue 12: Technical Didactics as a Theoretical Basis for an Effective Practical Implementation of TVET

Full issue 12
Anyone who teaches within a specific technical field must deal with specific knowledge of technology: its functions, its use and the vocational activities deriving from the respective area. However, this alone is not sufficient. Additionally, pedagogical-didactic considerations need to be conducted. Therefore, the question arises: who are the learners and what is the purpose of the educational program? Additionally, the following issues need to be addressed:

−      What is the need of the target groups with respect to the individual learners´ age and corresponding development phase (see Piaget)?

−      How far along is the learner in terms of his/her skills and competence development i.e. is the learner a novice or an expert (Dreyfus/Dreyfus 1980)?

−      Does the educational program address engineering programs in Higher Education or TVET programs that rather focus on work-tasks and work-processes?

Didactics of technology or technical vocational disciplines must recognize the differences in approaches with different prerequisites for the learner or in relation to the objectives, and turn it into a meaningful Concept. 

Enhancing students’ key competencies for Sustainable Development in Chinese Technical and Vocational Education and Training (TVET): implications for TVET teachers

In the context of achieving China’s Agenda 21 for Sustainable Development (SD), it is crucial for TVET to explore its own reforms to meet the increasing demand for green skills, and serve and promote sustainable development of the social economy. Zhang and Zhang (2012) point out that the significant tasks for TVET institutes, in addition to empowering students with theoretical knowledge and professional skills, more importantly, are developing students’ competencies for SD. The aim of this article is to try to synthesize the existing literature and studies, summarize relevant information and available evidence to find factors that affect vocational students’ competencies for SD in terms of teaching and learning process of TVET.

Green Skills in Vocational Teacher Education – a model of pedagogical competence for a world of sustainable development

The reform of TVET systems all over the world as well as in Asia is an essential request in a time of fast-change and sustainable development. Securing quality in vocational teacher education plays an important role in achieving the supply of adequately skilled workers in this context. To make sure that vocational teachers have the necessary competencies to fulfil the requirement in the new era and to facilitate the process of vocational teacher education, the professional profile of vocational teaching profession needs to be reviewed and consolidated. On the basis of literature review and considering features of “the greening of technical and vocational education and training”, we propose a model of pedagogical competence of vocational teacher in the context of sustainable development.

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