On Monday 5th of June, Professional Growth and Learning (PGL) research group organized an informal “fireside chat” with Prof. Weber for those unable to attend the lecture. In that event, PGL-group’s doctoral researchers Eija Lehtonen and Ilmari Puhakka received excellent comments from Prof. Weber regarding their current HYBRIDI research project that focuses on different participation modes (face-to-face, hybrid, virtual) of interactive work-related events in technology sector firms.
On Tuesday, 6th of June, Prof. Weber gave a Public Lecture on the topic of ‚Double-binds‘ of Teachers at Vocational Schools in the Context of Digitalization – An Analysis from the Perspective of Cultural-Historical Activity Theory (CHAT). The lecture led to a rich academic discussion on the theory and methods used in the study and the applicability of the results to the Finnish context.
EDU and PGL-group warmly thank Prof. Weber for her valuable visit.
Abstract of the Public Lecture by Prof. Dr. Susanne Weber
Digitalization confronts also teachers in vocational education and training (VET) in Germany with a variety of new challenges. In order to maintain their professionalism, teachers undergo ongoing training and development to ensure their quality of teaching. Studies of teacher education in Germany show that further and continuing education (FaC) of teachers have not yet fully exploited their potential. This seems to correspond to a wide range of administrative and legal requirements, to the actions of different actors, and to functional responsibilities. Hence, the professionalization of teachers depends not only on their individual decisions, but also on those of other actors and the interactions that occur in this process. Not seldom tensions arise, also as ‚double-bind‘ phenomena. These may be identified, interpreted, broken down, and resolved in a larger system context. Here, we trace the structure and interactions within FaC in VET using Cultural-Historical Activity Theory (CHAT) and current research findings. Herein, we situate the interactions perceived by 46 VET-teachers, and analyze them in terms of ‚double-bind‘ phenomena. The results of this interview study show that VET teachers are confronted with critical decisions in the sense of double-binds, both on a structural level as well as with regard to their professional understanding or even attitude- and interest-related aspects.
Dr Susanne Weber is a Full Professor and Director of the Institute of Human Resource Education and Management, Munich School of Management, Ludwig-Maximilians-University in Munich, Germany. Her research interests include teaching, learning and development processes in business education with a focus on digitalization, sustainability, interculturalism, entrepreneurship and intrapreneurship.