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TY  - THES
AU  - Mühlenbruch, Nadine
TI  - Emotionales Lernen in der beruflichen Bildung : Entwicklung des Implementationskonzeptes SEEL-BK und exemplarische Anwendung in der Ausbildungsvorbereitung
PB  - Rheinisch-Westfälische Technische Hochschule Aachen
VL  - Dissertation
CY  - Aachen
M1  - RWTH-2024-08088
SP  - 1 Online-Ressource : Illustrationen
PY  - 2024
N1  - Veröffentlicht auf dem Publikationsserver der RWTH Aachen University
N1  - Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2024
AB  - This dissertation addresses a central educational problem in vocational education. The main goal of vocational education is comprehensive professional, social and personal competence to act, which is to be striven for in the context of action-oriented teaching. According to the results of neurobiological research, emotions have a decisive influence on action control. However, the action-controlling effect of emotions has so far been neglected in the didactics of vocational education, which is shown as an example for the training preparation course (Ausbildungsvorbereitung). The SEEL (social emotional ethical learning) program currently being developed for international use at Emory University in Atlanta aims, among other things, at explicitly promoting emotional learning and could therefore make a contribution to the problem mentioned above. However, the program does not address the context of vocational education with its specific didactics. The scientific relevance arises from the fact that there are currently no research results regarding the implementation of SEEL in the context of vocational education. The aim of the work is to determine the fit or need for adaptation of SEEL for the context of vocational education and the subsequent development of an implementation concept and its exemplary application in training preparation course (Ausbildungsvorbereitung). This leads to the following research questions: 1. To what extent is the content and didactic fit of SEE Learning for the context of vocational education? 2. What could a concept for implementing SEE Learning in the context of vocational education look like? 3. What could the exemplary development of a teaching sequence look like based on the implementation concept to be developed using the training preparation course (Ausbildungsvorbereitung) as an example? The questions are answered within the framework of a theoretical-conceptual research design and implies the development of an intervention as part of a design and testing cycle with subsequent exemplary application. The analysis of SEEL based on the theoretical frame of reference shows that SEEL's content largely fits the context-relevant constructs of emotional learning. Didactically, there is a need for adjustment with regard to the concepts of competence orientation, action orientation and learning field orientation, which are fundamental to vocational education. However, a competency-oriented approach to planning learning processes, which is not primarily intended in the context of SEEL, is accommodated by SEEL's connectable competency model, which has the potential to differentiate the context-relevant competency models in the area of personal and social competencies. With regard to the learning field orientation, the analysis shows that the very openly designed educational plans offer starting points for emotional learning and therefore the integration of SEEL in the context of the didactic annual planning by educational program teams makes sense. Based on the analysis results, the implementation concept SEEL-BK (social emotional ethical learning at a vocational college) is developed, taking into account the quality criteria of relevance, content validity, construct validity, effectiveness and practicability. SEEL-BK thus enables vocational education teachers to include emotional learning in the development of learning situations in accordance with the currently applicable didactic guidelines. Finally, the SEEL-BK concept is applied in an exemplary manner in the form of the development of the SEEL part of a learning situation.
LB  - PUB:(DE-HGF)11
DO  - DOI:10.18154/RWTH-2024-08088
UR  - https://publications.rwth-aachen.de/record/992238
ER  -