Accompanying Seminar for the School Internship Semester Teaching Textile Technology With a Focus on Inclusion-Oriented Issues

 

Content

During the accompanying seminar, selected contents are treated in more detail on the basis of concrete learning occasions of the internship semester:

• Methods to develop occupational fields of a vocation
• Science-, situation- (learning field concept) and personality-oriented curriculum concepts
• Didactic theories for reflection of teaching and learning
• Models for didactic goal description in vocational education with a focus on diversity and heterogeneity
• Learning processes with a focus on inclusion
• Criteria for evaluating teaching
• Fields of action of teachers in vocational education and training
• Models and strategies of lesson planning with a focus on internal differentiation measures in a school of diversity.
• Pedagogical diagnostics with a focus on diversity and heterogeneity

Objective

In the accompanying seminar, learning occasions from practical school experiences are processed into study tasks and study projects to be worked on scientifically. When the research-oriented study tasks and study projects are processed, the aim is to promote the following competences:

Pre-service teachers:

• familiarize themselves with methods for the development of occupational fields of action, business processes and typical professional work tasks in the vocational fields of textile technology
• familiarize themselves with and understand selected means of regulation in the vocational field of textile technology
• know analysis of subject- and object-matters at vocational schools, in particular from the perspective of the learners and teachers in the vocational subject area of textile technology
• know planning concepts based on didactic theories of teaching and learning in the vocational field of textile technology
• know and understand decision-making criteria to select methodologies for professional learning
• are familiar with theory-based reflection strategies for teaching observations and their own teaching when it comes to teaching educational courses of the vocational field of textile technology
• know objectives for school development as a basis to further develop curricula and teaching in the vocational field of textile technology
• recognize curricular tasks of teachers and understand how to transfer these tasks to their own teaching project
• know strategies of lesson planning in the vocational field of textile technology
• can develop learning situations for different school courses in the vocational field of textile technology
• can apply concepts and theories of general didactics, general didactics of technology, didactics of mechanical engineering technology as well as insights into inclusive didactics as required by the study project
• relate current discussions on objectives and content in vocational education to educational programs in the occupational field of textile technology at vocational schools
• select lesson planning strategies with a focus on inclusion in educational programs in textile technology and substantiate them for a teaching project
• are able to select teaching methodology well-founded for differentiated instruction of textile technology
• use theory to reflect on teaching observations
• use theory to reflect on the further development of curriculum and teaching at the internship school (e.g. the didactic annual planning in individual courses)
• relate current discussions on objectives and content in the field of textile technology to their own teaching project.
• obtain a comprehensive overview of the initial learning situation of a learning group, also by means of suitable diagnostic procedures

Teaching and Learning Method

The aim of the seminar is to perceive the current challenges of teachers at a vocational school and to analyze these challenges against a theoretical background to be able to work out possible solutions for their future work as teachers. Pre-service teachers have access to digital learning materials on theory and on challenges to be dealt with at vocational schools. Face-to-face sessions foster a critical discourse in the group about the theoretical approaches and deal with practical challenges to support knowledge and skill acquisition.

The examination consists of a presentation based on a written paper and is an integral part of the seminar. Pre-service teachers present their results on the opportunity to deal with a problem in depth and to engage in critical-constructive discourse with their fellow pre-service teachers.