Completed research projects

Although the advancement of women is regularly called for by politicians and society, women are still underrepresented in science and large parts of the economy.

Valuable findings have already been generated in the past with regard to the reasons for the underrepresentation of women. Nevertheless, our knowledge of the impact of practical measures to promote women is still very limited. It is therefore necessary to take a comprehensive look at the range from school education to professions in the STEM sector in Saxony.

In order to achieve this, not only are two universities (TUD, TUBAF) and two universities of applied sciences (Mittweida University of Applied Sciences, Zittau/Görlitz University of Applied Sciences) working together in this project, but cooperation is also planned with numerous other organizations, including schools and vocational schools, companies and start-ups in the STEM sector as well as mentoring and coaching networks.

The junior research group is made up of female graduates from various disciplines such as economics, psychology, education and social sciences. The majority of them bring with them the experience and specialist knowledge resulting from their previous collaboration in the junior research group GAP - Gender Proportions in University Projects (term: 2020-2022).

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Initial situation
The expansion of digital teaching and learning offerings is one approach to meeting the constantly changing educational needs in industrial-technical occupational fields. The development and use of digital teaching-learning settings are also linked to challenges.
The ComP-ASS project is dedicated to improving the quality of teaching-learning offerings for further training in the skilled trades using digital, interactive and tutorial assistance systems, with a focus on supporting occupational field-specific training needs and enabling individual learning paths.

Objectives
The project pursues three objectives:
(1) An existing "CNC learning place" for teaching CNC skills for the woodworking trade as part of a digital further training offer will be further developed. Particular focus will be placed on the practical relevance and target group-oriented design of the learning concept. Innovative formats such as simulations, VR/AR or gamification elements will also be integrated.
(2) The second objective is to develop a tutorial pilot system that guides and assists learners on the "CNC learning platform". The guidance system provides users with suggestions for learning paths based on the targeted evaluation of usage data. This supports individual learning strategies and enables adaptive learning in the digital teaching-learning space.
(3) Objective 3 focuses on supporting employees of training providers or trainers in the skilled trades, who have little or no didactic training, in the design of target group-appropriate, digital teaching-learning offerings. An Interactive Didactic Assistance System (IDA) is being developed for this purpose, which guides the educational stakeholders in carrying out all analysis steps and necessary decisions in the context of developing teaching-learning concepts. Methodological recommendations or best-practice examples are also provided based on the input of the educational stakeholders.

Further information

The chair is responsible for work package 3: Development and testing of the Interactive Didactic Assistance System IDA and thus primarily focuses on the third objective.

Initial situation
Particularly in the industrial-technical departments of Teacher Training - Vocational Schools, students have to deal with abstract technical and scientific contexts during their basic studies, which often present them with challenges. In many cases, the lack of coherence in the use and development of specialist knowledge within the foundation course and its relation to later professional activities is the cause of the high drop-out rates in the first semesters. One possible intervention measure is to establish a connection between the abstract academic content of the degree course and the tasks of the future profession.

Goals
The approaches to cooperation between subject-specific science, subject-specific didactics and educational science already developed within the framework of TUD-Sylber will be supplemented by the joint development of KLLA and related to the specific needs of Teacher Training - Vocational Schools.

Further information

The package of measures "Synergetic Teacher Training for Teacher Training - Vocational Schools (TUD-Sylber BBS)" is funded by the Federal Ministry of Education and Research as part of the joint "Teacher Training Quality Initiative" of the Federal and State governments. Further information on the sub-projects can be found here: SylberBBS

Initial situation

In the TUD-Sylber package of measures in the first funding phase (2016-2019), several individual projects dealt with the reconstruction of attitudes, needs, action strategies and action-guiding orientations of (prospective) teachers from different types of schools with regard to dealing with school heterogeneity. On the basis of this empirical research, courses were designed and piloted for students to raise awareness of various aspects of heterogeneity and inclusion and prepare them for dealing with heterogeneity at school. Although the scope of these individual projects encompassed several subjects and school types, they were not yet able to cover the entire range of teacher training courses. In order to reach all student teachers and teachers already in employment with the topics of "heterogeneity and inclusion in the context of school education" in the future, a cross-school, cross-subject and cross-phase offer is to be established.

Central goals

• Expansion and implementation of the developed concepts across the breadth of teacher training (across schools and subjects)
• Strengthening the coherence of training in dealing with heterogeneity across the various phases of teacher training (cooperation with stakeholders in the second and third phases of training)
• Consolidation of the developed training concepts in all phases of teacher training by means of a multiplier effect

Measures

In order to consolidate the training concepts already piloted, a collection of didactic and methodological materials is required with which stakeholders in teacher training can continue their training in the field of heterogeneity and inclusion and integrate individual elements of inclusive education in a targeted manner into their own teaching. A collection ("suitcase") is planned that can be used across schools, subjects and phases and contains methods and theoretical input on the topics of heterogeneity and inclusion as well as multimedia tools such as written, iconic or audiovisual case vignettes. These can be integrated into courses as occasions for discussion and self-reflection. The case should contain materials for all school types, subjects and phases, but also materials that are specifically tailored to individual teaching disciplines or subjects: This should enable the suitcase to be widely applicable.
In this context, cooperation with stakeholders in the second phase of teacher training plays a particularly important role. At the beginning of the project, needs regarding the establishment of the topics of heterogeneity and inclusion in their teaching are therefore surveyed. Subsequently, needs-based teaching concepts for teachers and mentors in the second and third phases will be developed and tested in a participatory manner.

Further information

The package of measures "^TUD-Sylber2 - Synergetic Teacher Education in an Excellent Framework" is funded by the Federal Ministry of Education and Research as part of the joint "Quality Campaign for Teacher Education" of the Federal and State governments.
Further information on the sub-projects can be found here: ZLSB/Research and projects

The project

The aim of the "DigiBAU" project is to consolidate, deepen and innovate the cooperative relationships, exchange and transfer with regard to the digitalization of construction-related work and learning in the Kompetenznetzwerk Bau und Energie e.V. [1]. Building on the existing structures of the Kompetenznetzwerk Bau und Energie e.V., coordinated measures on the topics of "digital learning" and "qualification for the digital world of work" will be developed, systematized and related to each other.

Sub-project

The Chair of Construction, Wood and Paint Technology and Interior Design / Vocational Didactics is responsible for the process and results-related evaluation of the complex network work in the project. In particular, the process of network design is monitored, its characteristics and effects analyzed and optimized in cooperation with the network partners.

Evaluation instruments are developed in advance to assess the evaluated issues. The significance of the instruments must be critically reflected upon. Primarily, the innovative capacity of the network is ensured by means of these analyses and constant feedback with regard to further design options within the "community of practice". The primary aim is to gain insights into the interactions between network development (exchange of content), the didactic design of digital media and their use in vocational learning and working.

Flyer sub-project

[1] The Kompetenznetzwerk Bau und Energie e. V. is a 2014 merger of nationwide and partly internationally operating competence centers in the construction sector. These emerged from inter-company training centers in the construction industry and are recognized according to federal government guidelines. They are non-commercial, non-profit institutions that are active in the state's educational mandate and, in particular, in initial vocational training and regulated further training.

The project

In the SING project, subject-specific and vocational didactic perspectives are to be combined with special educational perspectives with the aim of developing skills for the development of inclusive subject teaching among student teachers. In order to be able to support each individual pupil in their development as effectively as possible, an instrument is being developed that combines a subject-specific diagnosis of the learning status and the initial conditions of the learners with the subject-specific or vocational didactic analysis of the objects of appropriation. This allows different learning paths to be outlined that are suitable for specific pupils. In a further project phase, students, supported by academics, design inclusive subject lessons in school practice together with teachers. How the students overcome this challenge together with the experts at their side will be investigated. The results will be incorporated into the further development of teacher training for the development of skills in inclusive teaching at universities.

In addition, the current status and needs of schools will be analyzed in order to develop an instrument for the process design of inclusive schools. The guidelines designed in this way are intended to serve as an orientation aid for the introduction of process management at inclusive schools in the future.

The project is a joint project between TU Dresden, the Fraunhofer Center for International Management and Knowledge Economy (Leipzig) and the University of Wuppertal.

Initial situation

From 2010-2015, the pilot project "Cooperative education in the technical teaching profession"(KAtLA), led by Manuela Niethammer and Martin D. Hartmann, an innovative, interdisciplinary degree program was developed and tested: future teachers have the opportunity to obtain a professional qualification in a technical department in addition to the state examination during a twelve-semester degree program. The practical elements are integrated into the course of study in such a way that students are able to systematically engage with the world of work with regard to their own teaching activities. KAtLA+ follows on from this project.

Against the background of the need for teachers in the vocational education sector for industrial-technical subjects and the demands associated with teaching in these departments, students at universities of applied sciences are to be given the opportunity to complete a teaching degree in addition to a UAS Bachelor's degree in the subjects ET/IT, MMT, BT or LPT.

The implementation of the "Cooperative education in the technical teaching profession"(KAtLA+) project focuses on three models. In the consecutive model, TU Dresden will enable the recognition of academic achievements as part of a STEM Bachelor's degree and admission to the Teacher Training - Vocational Schools degree program. In the cooperative model, engineering pedagogy components and special internships are already implemented in the STEM Bachelor's degree program at HTW Dresden, which should enable a seamless transition to TU Dresden. As part of the integrated model, a degree program could be created in the future that provides for cooperative education at both universities from the outset. This would allow students to attend courses at both universities throughout their studies.

Aim of the project

The project pursues the following objectives

• Ensuring the quality of dual training in the technical vocational departments
• Attracting new target groups for Teacher Training - Vocational Schools - especially high school graduates without prior vocational training and students at universities of applied sciences (FH Bachelor)
• Securing demand for KAtLA and for the Teacher Training - Vocational Schools degree program with the aim of securing the next generation of teachers for these types of schools
• Establishment of a new FH Bachelor's degree program in engineering education with direct connectivity to the BBS teaching degree program (type 5, KMK category), possibly also establishment of an integrated FH/TU degree program

Background to the project

Since there is currently no other type of school where teachers encounter such strongly heterogeneous groups of students as in vocational schools (cf. Besand 2014), excessive demands and a lack of support are indicated here. As part of the TUD-SYLBER project, this perceived deficiency and how it is dealt with will be further researched in individual project 4.2.
Preliminary work: Besand, A. (2014): Monitor political education in vocational schools. Schwalbach.

Aim of the project

The aim of the sub-project of TUD-SYLBER "Strengthening students of Teacher Training - Vocational Schools in dealing with heterogeneity and diversity", which is based at the Chair, is to integrate the topics of inclusion and heterogeneity into the first phase of Teacher Training - Vocational Schools.

Accordingly, students are to be prepared for these challenges in a more targeted manner in training modules that are to be developed and tested. Although the project "Inclusion" is understood as a transformation process for society as a whole, which aims to enable participation for all people, the project creates a basis for the future design of corresponding teaching and learning opportunities.

The project

The project has set itself the goal of linking the content from the level training based on the "Ordinance on Vocational Training in the Construction Industry" with a digital building model as a source of information for execution planning and subsequent implementation in the workshop and organizing it for the learners in the context of the working world. This is where "BAU'S MIT BIM" comes in at the beginning of the qualification pathway for construction practitioners. At the same time, a low-threshold introduction and anchoring of BIM in the basic training of the construction professions can be achieved.
At the end of the project, specialist trainers at the ÜAZ Dresden will be able to prepare a year of training with the help of the BIM model and the viewing tool for the first and second year of training and to use digital end devices (tablets, whiteboard, workstation) to digitally and didactically design the practical training in the current year of training.

Sub-project

The Chair of Construction, Wood Technology, Paint Technology and Interior Design/Vocational Didactics is responsible for analysing work processes and determining the need for qualification, taking digitalization in Saxon construction companies into account.

The project

The project "Wangeliner Workcamps - A green idea of the future" offers one-week workcamps for teenagers and young people from the new federal states during the school vacations from 2016 to 2018. These take place mainly on the grounds of the Wangeliner Garten and the European Educational Center for Earthen Building. The project aims to show young people prospects before they choose a career, in order to subsequently open up opportunities for "green learning" for them. The workcamps are designed as informal and extracurricular formats and are intended to offer participants the opportunity to try out a wide range of possible career paths over a limited period of time.

To this end, at least 240 teenagers and young adults between the ages of 16 and 25 will take part in the Wangelin work camps.

Sub-project

The Chair of Construction, Wood Technology, Paint Technology and Interior Design / Vocational Didactics is responsible for advising and supporting the development of the vocational education concept for the Wangelin work camps. Against this background, content-related aspects (sustainability, occupational relevance, development of knowledge structures, etc.) as well as target group-related (heterogeneity) or institutional requirements are taken into consideration.

The project

In the project "Cooperative action - cross-trade and sustainable construction (Koopbau)", training modules are being developed and tested for training personnel and trainees according to the holistic qualification approach "Building as a system". Koopbau addresses the interface problem as early as the training stage for construction specialists. The courses are designed to cover all trades and professions and require and promote cooperation between those involved in construction. The modules, which can be used in training and further education, are intended to contribute to the sustainable and efficient use of resources and improve the quality of construction processes in new construction and renovation projects. To this end, at least 170 teenagers and young adults under the age of 25 and 340 trainers will be qualified in sustainability topics.

The project partners

The project is managed by the Dresden Inter-company Training Center (ÜAZ) of BFW Bau Sachsen e.V., which is working on the specialist areas of resource conservation and indoor climate.

The Berufsförderungswerk e.V. des Bauindustrieverbandes Berlin-Brandenburg e.V. is responsible for building physics and building law issues and for the properties of the building envelope.

The Vocational Training Center of the Dresden Chamber of Crafts is responsible for energy-efficient building technology, fire protection and the coordination of building trades.

The Walldorf Training and Further Training Center of the Bildungswerk BAU Thüringen-Hessen e.V. is responsible for the topics of efficient, environmentally friendly and low-hazard use of construction machinery and equipment.

The Chair of Construction Technology, Wood Technology, Color Technology and Interior Design/Vocational Didactics at the TUD Dresden University of Technology is involved in the project and supports the partners from vocational training practice in conceptual and methodological questions of course design.
Furthermore, a list of criteria is being drawn up to ensure compliance with cross-sectional objectives in the areas of equality, anti-discrimination and sustainability aspects when creating the modules. Based on the list of criteria, the modules will be evaluated during the trial phase and should help the partners responsible for the modules to improve them.

The modules for teaching and training staff

In the first step, the training courses are aimed at full-time and part-time teaching and training staff from various trades in companies and inter-company vocational training centers. As multipliers, they will experience the cross-trade system approach and, among other things, try out, analyze and evaluate the twelve practical interface modules using 1:1 models. This exchange of experience will culminate in a 13th module in the reflection and, if necessary, further development of the methodological design. This enables the teaching and training staff to further develop the practical interface modules in line with requirements.

The modules for trainees

The practical interface modules developed serve to supplement vocational training. In them, work-relevant situations are prepared in which trainees experience the importance of cross-trade action for sustainable skilled work by means of 1:1 models and technical experiments. In other words, real work situations are used as an opportunity for learning.

The Saxon economy is growing. Companies are expanding and looking for new employees. As in other federal states, the skilled labor situation in Saxony is tense. The situation is exacerbated by mismatches. While micro, small and medium-sized companies have vacancies, many school leavers are unable to find an apprenticeship.
-school leavers are unable to find a training place.
Against this background, TU Dresden, in cooperation with the Dresden Chamber of Industry and Commerce and the Dresden Chamber of Crafts, investigated how micro, small and medium-sized enterprises recruit skilled workers and to what extent they use existing advice and information services. In addition, their needs for such services and further support options or outsourcing were determined.
At the same time, school leavers were surveyed online in order to ascertain their views on the search for an apprenticeship and to identify factors influencing their career choice. An exemplary insight can be provided for ninth grade classes at secondary schools in the district of Saxon Switzerland-Eastern Ore Mountains.

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The KAtLA pilot project aimed to integrate vocational training content into the teacher training course for technical professions. It was aimed specifically at prospective students without a vocational qualification who were able to enrol on the new degree program for Teacher Training - Vocational Schools with cooperative training from the winter semester of 2011. Parallel to the teacher training course, this led to the vocational qualifications of chemical laboratory technician, electrical technician for devices and systems, carpenter and industrial mechanic.
The primary aim of the new study model was to improve the quality of teacher training and thus the training at vocational schools in Saxony. For their task of training skilled workers, teachers at vocational schools need sound knowledge and experience in skilled work. Only then will they be able to assess the problems of everyday working life in the learning fields of the training occupation, formulate appropriate tasks and correctly evaluate their solutions. As a side effect, the need for teachers in technical vocational departments, not only in Saxony, should be better met.
High school graduates who had their main place of residence in Saxony at the start of their studies were eligible to apply for the course. The pilot program began at the start of July with a 13-week pre-study internship. The students received a monthly grant of approx. 325 euros (net amount) for the entire duration of the qualifying internship (3-4 years). In addition, the costs for the training placements and the final examination were co-financed. The model project "Cooperative training in the technical teaching profession" (KAtLA) was led by Prof. Dr. Niethammer and Prof. Dr. Hartmann. Funding was provided by the European Social Fund (ESF) and support from the Saxon Ministry of Economics and Labor (SMWA). Coordination was carried out and supported by the Ministries of Culture (SMK) and Science and Art (SMWK).

The final publication (available as an e-book on open access ) provides information about the model project "Cooperative education in technical teaching" and the results of the first two study rounds. The unique selling point, initial situation, framework conditions, concepts and their theoretical background, successes and experiences of the cooperative study model are made known in the publication with the background of the accompanying scientific research. The publication also contains recommendations for the future of practice-oriented teacher training for vocational schools.
The evaluation results and the positive feedback from all those involved show that KAtLA represents a solution for high-quality and future-oriented competence-oriented training of teachers for industrial-technical departments at vocational schools. With the continuation of KAtLA, we would like to guarantee a high quality standard in teacher training in the industrial-technical field in the long term.