Modeling of Domain-Specific Competence Among Technicians (EQF 6) at Vocational Schools in Germany

Abstract

The present study focuses on the structure of domain-specific competence among technicians at vocational schools. An article on the pretest of the study was published in 2022 (cf. Walker & Huester (2022). The structure of domain-specific competence in the occupation of technicians at vocational schools in Germany. In C. Hong (Ed.), Applied Degree Education and the Future of Work. Education 4. 0 (Lecture Notes in Educational Technology Ser). Singapore: Springer Singapore Pte. Limited.). In the pretest, multidimensional constructs already emerged for content knowledge and problem solving. Content knowledge and fluid intelligence showed significant standardized regressions on the dimensions of problem solving. The regressions of content knowledge on problem solving were the strongest. Is domain-specific competence also a multidimensional construct in the posttest? Sample: The posttest was equal to the pretest conducted by six colleges (EQR 6) both in a longitudinal control-experimental-group-design (n = 243) and as regular classes via the digital learning platform Moodle. The data analysis will be made by SEM with Mplus. Results: Content knowledge and problem-solving competence are multidimensional. The highest regressions related to problem-solving competence are obtained in the multidimensional content knowledge as outlined in the PPIK theory.