Didactics of Textile Technology: Inclusion-Oriented Case Studies

 

Content

Students work on real studies on diversity teaching textile technology from school with the following possible content focuses:

• Procedures to assess and describe learning requirements taking into account the diversity of learners
• Didactic goals of different educational programs at the vocational schools as a basis for external differentiation
• Terms in the context of diversity and inclusion and understanding these terms from the perspective of the vocations of textile technology
• Diversity of learners as the rule in the vocational education of textile technology and inclusion as the appropriated goal
• Examples of good practice of inclusive teaching in textile technology education
• Internal differentiation and the planning of inclusive lessons
• Advantages and disadvantages of different learning requirements and strategies on how to take them into account in heterogeneous learning groups
• Possible ways of differentiated assessment of performance
• Use of (multidisciplinary) collaboration with different stakeholders and networks of multi-professional teams to shape a school of diversity
• Different value systems within student groups seen against the background of culture-specific upbringing
• Diversity as an opportunity and stimulus for developing an appreciative, positive attitude towards diversity and an inclusive mindset

Objective

The students

• are able to obtain a comprehensive overview of the initial learning situation of student groups at vocational schools, also by means of suitable diagnostic procedures
• substantiate the didactic principle of inclusion and can define support goals on the basis of the individual initial learning situation
• can develop, apply and evaluate didactic concepts to achieve individual support goals
• can make, implement and evaluate methodological decisions for differentiated teaching of textile technology
• are able to develop individual counseling offers for the educational program and for the professional career, as well as cooperate with professional partners in case of psychosocial problems
• can define the educational goals for different groups of students at the vocational school with a focus on diversity and reflect on the limits of their own pedagogical skills on the basis of theories of the profession
• can develop assessment and evaluation concepts for the achievement of individual, performance-differentiated goals for students of textile technology

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.