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Verfasser
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Gugitscher, Karin; Schmidtke, Birgit
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Titel
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Kompetenzanerkennung als professioneller Aushandlungsprozess in der Erwachsenenbildung
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Jahr
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2018
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In
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Zeitschrift für Weiterbildungsforschung 2018(2-3): Validierung non-formalen und informellen Lernens
- Zitierlink
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http://www.die-bonn.de/id/36919
Um diese Ausgabe zu zitieren, verwenden Sie bitte diese Internetadresse.
- Abstract
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Within the framework of a four-year project (2015-2018) supported by the Austrian Federal Ministry of Education, Science and Research and des ESF, among others, the competencies and the orientations guiding the practice of validation personnel in adult education are inquired. While most of the existing research concentrates on competency validation arrangements and instruments, the present research uses a qualitative research design to look at the actors and their practice from the perspective of theories of professions. Subject to inquiry are processes of reflection innate in that practice. The Think-Aloud Method is applied to generate data subsequently used to reconstruct the practice of validation. By this, mental processes effective in the validation practice can be defined and explicated. The work of five staff member independently handling one validation portfolio was audio recorded, transcribed, interpreted and analyzed by way of qualitative content analysis. Going into a detailed analysis of strategies used by the validation personnel in dealing with contradictory demands makes it possible to reconstruct their approach. This specific approach can be described as pendular movement or a balancing of an evaluating and an andragogical orientation. Concerning the professionalization of validation personnel, this opens ways to look at validation from the viewpoint of andragogy. On the basis of findings produced in this research, the question is posed in how far validation of non-certified non-formal and informal competencies can be described as professional andragogical practice and in how far this requires professionals to have specific andragogical competencies.
