Weiterentwicklung der technischen Berufsschule und ihrer Lehrenden

The paper fits into the spectrum of current vocational pedagogical discussions on the basic positions in vocational education and training and on their consequences. In the context of general educational science, a critical-constructive action orientation is founded, which becomes a shaping-oriented basic orientation in vocational science under the influence of the vocational, the work in the technical field. (Single) Scientific basic positions such as technical/engineering ones and others that are still prevalent in many cases are redressed, with consequences in the essentials that make up vocational education and training: the further development of the technical vocational school and its teaching and learning.

The examination of current ideas on shaping and teaching, as well as learning, leads to a new/deeper explanation and identification of the basic orientation of shaping-oriented professional science. Subsequently, insights that are relevant to the practice are acquired. It is expected that the basic concept of shaping as a special (social) activity and (individual) action or concrete work will be expounded. The first steps already lead to expectations for the further development of the vocational school. In connection with this, expectations for shaping-oriented teaching and independent learning become apparent. It is the teachers at the vocational schools who, together with their partners (with their college teachers and their vocational educators in companies and other teaching/learning/research institutions), design and further develop their vocational school and their learning. This is to the benefit of their learners as well as regionally (and also nationally/internationally) beneficial. In a well-reasoned way, a plea is made for the (further) development and testing of an education and innovation network in which the vocational school acts and initiates. Additionally, this network offers work/training-accompanying and integrative initial, further and continuing training (for all workers and vocational educators, especially in a highly flexible "train-the-trainer system"), and special services (such as, for example, vocational training-relevant project consultations for smaller regional companies). Above all, a plea for the (further) development and testing of shaping-oriented, independent learning in learning projects is made. To this end, a "teaching/learning recipe" that has already proven itself in initial trials is presented and explained.