The didactics of vocational Bildung: how stories matter in VET research

Abstract

In the research on education, the field roughly covered by the concept of Bildung has seen a wide-ranging discussion philosophically but less has been said and done from an empirical and vocational perspective. Bildung includes matters such as: formation of character, ethical and aesthetic knowledge/capability, capacity for wise deliberation and reflection as well as the development of personal autonomy. The focus here is on how narratives about teaching and curricula, both enacted and experienced, can be used to articulate significant aspects of Bildung-related practical knowledge. The empirical basis for this draws on a variety of narrative sources. By presenting, comparing and discussing narratives, it will be argued that there is a number of Bildung-related educational matters, not least in vocational education and training, where a narrative articulation can contribute. These can be differentiated in at least five groups: enriching knowledge of vocational tasks; conceptual development and critical reflection; advancement of practice; development of ‘practice fields’ and the articulation of patterns of vocational Bildung affordances. In distinguishing these different ways in which vocational Bildung as a form of practical knowledge can be enriched through narrative studies, the article contributes to our capacity for doing systematic research in the subject area.

Keywords:

• Teacher training
• philosophy of VET
• curriculum innovation
• pedagogy
• vocational education and training

Acknowledgements

I am thankful for the comments and criticisms of the two anonymous reviewers which were of significant help in revising the article.

Notes

1. The term vocational is used throughout synonymously with occupational and not as distinct from it.

2. There are different takes on what this includes or denotes, UNESCO (2005, 20) lists the capacity for independent learning, working in teams, entrepreneurship and civic responsibility. Brater et al. (1988, 72) have a longer list that includes reliability, endurance, patience, exactness, capacity for problem-solving, capacity for improvisation, etc. Not all of these overlap with Bildung but narratives of Bildung experiences that make reference to patience, civic responsibility, etc. provide an empirical source for exploring these matters.