Kimmelmann N (2021)
Publication Language: English
Publication Type: Conference contribution, Original article
Publication year: 2021
Series: Proceedings of the Crossing Boundaries Conference in Vocational Education and Training
Book Volume: 4
Conference Proceedings Title: Pathways in Vocational Education and Training and Lifelong Learning. Proceedings of the 4th Crossing Boundaries Conference in Vocational Education and Training, Muttenz and Bern online, 8. - 9. April
Event location: Muttenz and Bernd online
Open Access Link: https://doi.org/ 10.5281/zenodo.4606703
Context/Purpose: The paper summarizes evaluation results from a research project within a
university mentoring program to support young refugees, during their apprenticeships in the
German dual system, by a one-to-one mentoring program of vocational student teachers over a
period of 2 years. Within this program, the mentors are qualified for their mentoring role in a
modular course system. The paper addresses the embedded course, named “Language-sensitive
mentoring”. The here described part of the project evaluation aims to identify didactical aspects
that are critical for a successful preparation of vocational student teachers for a language-sensitive
mentoring within a university course. Secondly, it examines how the University course
change or influence language awareness and competences of mentors and how this interrelates
with the design principles from their point of view.
Approach: The course development is embedded in an iterative Design Based Research Cycle,
incorporating three cohorts of mentors and courses. The paper presents consolidated design
principles derived after two course executions with 43 mentors at all. Therefore, consequences
of the first iteration are part of the comparative discussion. The derived design principles are
based on a multi-method approach, combining questionnaires and open written reflections for
mentors at the end of the course with retrospective notes of the course teachers.
Results: The paper summarizes design principles derived from the data collection, structured
along the categories “course program”, “course structure” and “course concept”. Challenging
aspects for the course design are identified, in particular, as well as consequences for the final
course design with the last cohort of mentors.
Conclusions: The results demonstrate a high relevance of 1) a broad range of methods and
practical materials brought into the course for individual testing of the mentors, 2) a continuous
interconnections between the course and the mentoring via compulsory implementation tasks
and 3) a regular common reflection of mentors` experiences of implementation phase integrated
into the course concept.
APA:
Kimmelmann, N. (2021). Language promotion for refugees in VET: How to prepare vocational student teachers for a language-sensitive mentoring with refugees in apprenticeships? In European Research Network on Vocational Education and Training, VETNET, University of Applied Sciences and Arts Northwestern Switzerland and Bern University of Teacher Education (Eds.), Pathways in Vocational Education and Training and Lifelong Learning. Proceedings of the 4th Crossing Boundaries Conference in Vocational Education and Training, Muttenz and Bern online, 8. - 9. April. Muttenz and Bernd online.
MLA:
Kimmelmann, Nicole. "Language promotion for refugees in VET: How to prepare vocational student teachers for a language-sensitive mentoring with refugees in apprenticeships?" Proceedings of the Crossing Boundaries Conference 2021, Muttenz and Bernd online Ed. European Research Network on Vocational Education and Training, VETNET, University of Applied Sciences and Arts Northwestern Switzerland and Bern University of Teacher Education, 2021.
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