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@PHDTHESIS{Mhlenbruch:992238,
author = {Mühlenbruch, Nadine},
othercontributors = {Unger, Tim and Rexing, Volker},
title = {{E}motionales {L}ernen in der beruflichen {B}ildung :
{E}ntwicklung des {I}mplementationskonzeptes {SEEL}-{BK} und
exemplarische {A}nwendung in der {A}usbildungsvorbereitung},
school = {Rheinisch-Westfälische Technische Hochschule Aachen},
type = {Dissertation},
address = {Aachen},
publisher = {RWTH Aachen University},
reportid = {RWTH-2024-08088},
pages = {1 Online-Ressource : Illustrationen},
year = {2024},
note = {Veröffentlicht auf dem Publikationsserver der RWTH Aachen
University; Dissertation, Rheinisch-Westfälische Technische
Hochschule Aachen, 2024},
abstract = {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.},
cin = {731210},
ddc = {370},
cid = {$I:(DE-82)731210_20140620$},
typ = {PUB:(DE-HGF)11},
doi = {10.18154/RWTH-2024-08088},
url = {https://publications.rwth-aachen.de/record/992238},
}
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