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Emotionen spielen im Rahmen der Ausbilder-Auszubildenden-Interaktion eine wichtige Rolle, werden aber in der Praxis und Wissenschaft kaum beachtet. Dieser Beitrag beleuchtet, welche Gefühle Ausbilder/-innen im Umgang mit Auszubildenden in zunehmend heterogenen Lerngruppen haben.

In diesem Beitrag werden ausgewählte Prinzipien einer inklusiven Didaktik vorgestellt, mit deren Hilfe Lehrkräfte bestehende Unterrichtspraxis reflektieren können. Die Heterogenität der jeweiligen Lerngruppe zur Kenntnis zu nehmen und als Ausgangspunkt für didaktische Planungen zu machen, ist hierbei handlungsleitend. Der Ansatz des Kooperativen Lernens gilt für den Unterricht in heterogenen Lerngruppen als besonders geeignet. Er wird in seinen Grundzügen unter der Berücksichtigung der didaktischen Prinzipien dargestellt.

Lernprogramme haben oft noch nicht die Qualität, die von interaktiven Medien zu fordern ist, wenn sie in der beruflichen Bildung eine führende Rolle spielen sollen. Die Verwendung interaktiver Lernprogramme in heterogenen Lerngruppen der kaufmännisch-verwaltenden Weiterbildung wird daher zunehmend zu einem zentralen Thema der Revision berufsbildender Curricula. In dem Beitrag wird beispielhaft dargestellt, wie der Prozeß der Curriculumrevision von den Beteiligten der jeweiligen Weiterbildungsträger selbstorganisiert gemacht werden kann.

The InnoVET PLUS project “Berufspädagogik Connect” (“Vocational Pedagogy Connect”) centres on the professionalisation of vocational training staff. The aim is to use monitoring as a basis for the development of training provision which fosters networking across learning venues for this heterogeneous professional group. This article offers an overview of the diversity of vocational training staff in Germany and states the objectives and stages of implementation of the InnoVET PLUS project.

The aim of the project “Promoting democracy in vocational education and training” is to help trainers overcome the challenges of a highly heterogeneous trainee community by providing them with various training measures. Democratic competence is a core skill in this regard. This article describes the background to and objectives of the project as well as the training formats offered.

The strengthening of populist and extremist movements is posing a threat to open society. Decisive action needs to be taken to combat a lack of respect for diversity and attacks on differently minded people and on democratic institutions. What contribution can vocational education and training make in this regard?
VET is characterised by a high degree of heterogeneity of learners. Both at the transition from school to the world of work and within the work process, there are numerous opportunities to impart learning on the principles of democracy and on the associated values of societal co-existence. This is an area where VET has a particular task, especially in respect of the socialisation of young people. But how can it live up to this? Which impetuses can VET learning venues give in terms of providing experiential spaces in which democracy can be embraced?
The main focus of this issue of BWP is on the concept of education for democratic citizenship, on the related learning objectives and contents for VET, and on the question of how this concept can be implemented didactically.

Dealing with different trainees is part of the everyday routine of many trainers. Vocational teaching competencies are the principal requirement in this regard. But how are these competencies specifically imparted, and where do trainers get ideas on how to cope with heterogeneity? Textbooks to prepare for the AEVO examination may be one opportunity. This article highlights the way in which heterogeneity is addressed in such textbooks and examines their suggestions for handling heterogeneous groups of trainees.

Trainers and vocational school teachers support young people entering employment. They make a valuable contribution to the training and socialisation of future’s skilled workers and ensure high-quality vocational education and training. This issue of BWP looks at the acquisition and training of VET. The main focuses: new requirements created by digitalisation, sustainability and the growing heterogeneity of learners, and how training staff themselves assess their daily challenges. Objects of investigation include training needs from both a quantitative and qualitative perspective, suitable training provision and formats, and the general conditions necessary for future-oriented training.

Although emotions play an important part within the scope of interaction between trainers and trainees, they are accorded very little consideration in practice and in academic research. This article highlights the feelings which trainers experience when dealing with trainees in increasingly heterogeneous learning groups.

The main target groups for vocational education and training are becoming ever more heterogeneous. Trainees’ curricula vitae and their expectations of professional life are growing increasingly diverse, whilst the demands of work and employment are changing at an accelerated rate. Will the VET system be able to take account of these shifting dynamics? This issue of BWP directs its attention to the system to ask how much flexibility a highly standardised area such as VET is able to tolerate and what degree of flexibility it must facilitate. It looks closely at points of access in initial and continuing VET as well as focusing on the content and curricular level and the time factors involved. The main emphases are on structural considerations and on presenting examples and experiences from practice.

There is a general consensus regarding the stressful nature of the teaching profession, and teacher resilience is an area of growing interest in scientific and political agendas. Based on a Swiss study of vocational-school teachers, this paper presents the multitude of contextual and individual factors that contribute to teacher resilience. The findings emphasise the need to approach teacher resilience in a multi-level and systemic way, particularly by investing in providing teachers with adequate skills to face complex and heterogeneous teaching tasks as well as by nurturing teachers’ sense of vocation and facilitating a collaborative and supportive school environment.

Shortage of skilled workers and the digital transformation present new challenges to company-based training. The project “Campaigning for training” is helping trainers to help themselves. It uses knowledge modules, practical examples and a blended learning qualification to provide trainers with what they need to adapt to an increasingly heterogeneous group of young people. The article specifies the reasons which led to the development of the project and highlights its potential.

The vocational education and training landscape is undergoing change in the wake of demographic and technological developments. Discernible signs of this shift include fewer trainees whose prior learning is, however, increasingly heterogeneous in nature, more demanding training contents, and matching problems on the training market that are beginning to perpetuate themselves. What are the impacts of all this on collaboration between the cooperation partners involved in vocational education and training? Where are new ways of working together coming into being, and how are existing cooperation arrangements being developed further in order to ensure high-quality training? The articles included in the present issue highlight the reasons behind various types of cooperation and reveal areas of potential for learners and learning venues.