Header

UZH-Logo

Maintenance Infos

Responsibility as the principle denominator of pedagogical ethos: an empirical analysis of pedagogical responsibility from the vocational trainers’ perspective


Forster-Heinzer, Sarah (2018). Responsibility as the principle denominator of pedagogical ethos: an empirical analysis of pedagogical responsibility from the vocational trainers’ perspective. In: Weinberger, Alfred; Biedermann, Horst; Patry, Jean-Luc; Weyringer, Sieglinde. Professionals’ Ethos and Education for Responsibility. Leiden: Brill, 89-105.

Abstract

Nowadays, it is broadly acknowledged that ethos is an important element of professionalism. Ethos was defined to be a person's active commitment to the professional responsibility. For its development, an important condition is a sense of responsibility. This paper studies at the example of vocational trainers which characteristics contribute to the establishment of a sense of pedagogical responsibility. The study was outlined as a mixed-method design consisting of two phases, a qualitative study in order to develop the responsibility scales as well as a quantitative part. In latter, totally 570 vocational trainers of two different occupations were questioned. Findings showed that different experiences with vocational education influenced the trainers' sense of responsibility. The most important predictor was found to be a trainer's feeling of being significant for the apprentices' success. The results are of practical value, not only for training institutions but for professional associations, company managers, and society in general.

Abstract

Nowadays, it is broadly acknowledged that ethos is an important element of professionalism. Ethos was defined to be a person's active commitment to the professional responsibility. For its development, an important condition is a sense of responsibility. This paper studies at the example of vocational trainers which characteristics contribute to the establishment of a sense of pedagogical responsibility. The study was outlined as a mixed-method design consisting of two phases, a qualitative study in order to develop the responsibility scales as well as a quantitative part. In latter, totally 570 vocational trainers of two different occupations were questioned. Findings showed that different experiences with vocational education influenced the trainers' sense of responsibility. The most important predictor was found to be a trainer's feeling of being significant for the apprentices' success. The results are of practical value, not only for training institutions but for professional associations, company managers, and society in general.

Statistics

Altmetrics

Additional indexing

Item Type:Book Section, not_refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:26 April 2018
Deposited On:15 Oct 2018 11:21
Last Modified:24 Sep 2019 23:49
Publisher:Brill
Number:14
ISBN:978-90-04-36730-2
OA Status:Closed
Related URLs:https://brill.com/abstract/book/edcoll/9789004367326/BP000013.xml (Publisher)
https://www.recherche-portal.ch/primo-explore/fulldisplay?docid=ebi01_prod011266391&context=L&vid=ZAD&search_scope=default_scope&tab=default_tab&lang=de_DE (Library Catalogue)

Download

Full text not available from this repository.
Get full-text in a library