Abstract

Current reforms in vocational education and training (VET) are characterised by a constant striving for quality assurance and improvement. To this end, a powerful reform network has emerged that shapes the subjectivation processes of teachers. Drawing on Foucault (1980), we term this complex formation a ‘dispositive’. The paper introduces dispositive analytics as an innovative approach for educational research. Taking Austria as an example of a ‘broader understanding’ of VET (Avis 2014) we address the question of how VET teachers’ subjectivity is shaped by the quality dispositive. The study investigates subject positions that refer to the ways teachers should be and act. Furthermore, qualitative interviews with VET teachers were conducted to examine which dispositional quality logics they tend to internalise and which forms and strategies they express to subvert the quality dispositive. The analysis reveals that the current reform network creates tensions in the subjectivation processes leading to experiences of de-professionalisation.

摘要

当前职业教育和培训（VET）改革的特点是不断努力保证和提高质量。为此，一个强大的改革网络已经出现，它塑造了教师的主体化过程。借鉴 Foucault ( 1980 )，我们将这种复杂的形成称为“决定性的”。本文将决定性分析作为一种创新的教育研究方法。以奥地利为例，“更广泛地了解”职业教育与培训（Avis 2014) 我们解决了职业教育教师的主体性如何被质量决定性塑造的问题。该研究调查了涉及教师应有的行为方式的学科职位。此外，对职业教育与培训教师进行了定性访谈，以检查他们倾向于内化哪些品质倾向逻辑，以及他们表达了哪些形式和策略来颠覆品质倾向。分析表明，当前的改革网络在导致去专业化体验的主观化过程中造成了紧张。