Measuring apprentices' intrapreneurship competence in vocational education and training (VET). An interdisciplinary model-based assessment.

Autor/inn/en	Weber, Susanne; Draxler, Clemens; Achtenhagen, Frank; Bley, Sandra; Wiethe-Körprich, Michaela; Kreuzer, Christine; Gürer, Can
Titel	Measuring apprentices' intrapreneurship competence in vocational education and training (VET). An interdisciplinary model-based assessment.
Quelle	Aus: Kuusisto, Elina (Hrsg.); Ubani, Martin (Hrsg.); Nokelainen, Petri (Hrsg.); Toom, Auli (Hrsg.): Good teachers for tomorrow's schools. Purpose, values, and talents in education. Leiden: Brill (2021) S. 257-279 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Moral development and citizenship education. 16
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente (1) Forschungsdaten, Studiendetails und Erhebungsinstrumente (2) Forschungsdaten, Studiendetails und Erhebungsinstrumente (3)
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-90-04-46498-8; 978-90-04-46499-5; 978-90-04-46500-8
DOI	10.1163/9789004465008_014
Schlagwörter	Kompetenz; Beobachtung; Erhebungsinstrument; Kognition; Kompetenzmessung; Lehrer; Technologiebasiertes Testen; Interpretation; Auszubildender
Abstract	Teachers should be able to balance content knowledge, pedagogical knowledge and technological knowledge (TPACK) in their various activities on curriculum, instruction, and assessment. Our Germany-wide study focused on measuring intrapreneurship competence. To ensure a valid and reliable assessment, we followed the three-step assessment triangle: cognition, observation and interpretation. We modeled the intended IP competence as an interdisciplinary and interprofessional team, designed a technology-based performance assessment tool that uses authentic work tasks, and analyzed apprentices' behavior via a model-based IRT (Rasch model) approach. Our results identify the distribution of the IP competence of apprentices on four proficiency levels. Since these results are generalizable, single IP tasks can be used by teachers to support and guide apprentices individually with regard to these proficiency levels. Our approach is a blueprint for evidence-based teaching that tackles all areas of TPACK. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/2