|Module label||Subject specific pedagogy (didactics) in business administration and economics - basic principles|
|Credit points||6.0 KP|
|Institute directory||Department of Business Administration, Economics and Law (Business Administration and Business Education)|
|Applicability of the module||
Lehrenden, Die im Modul (Authorized examiners)
Rebmann, Karin (Module counselling)
Rebmann, Karin (Module responsibility)
|Skills to be acquired in this module||
Upon completion of the module, students will (be able to): • know the guiding principles, approaches and positions of subject-specific pedagogy (didactics) in business administration and economics. • know conceptual designs for teaching and learning in vocational contexts. • differentiate between areas of decision-making, action-taking, and theoretical analyses connected to teaching. • know and analyse teaching and learning arrangements in vocational contexts. • evaluate teaching and learning arrangements in vocational contexts taking research findings on teaching and learning methods into consideration.
This module introduces the theory of teaching and learning in vocational contexts and the structural design of teaching and learning processes with special regard to complex teaching and learning arrangements. The module covers two courses of lectures. The first course of lectures “Basic principles on teaching and learning in vocational contexts” gives an overview of the issue of teaching and learning in vocational contexts. Approaches to planning learning settings and dominant concepts in general and subject-specific pedagogy (didactics) such as ‘competence-orientation’ are discussed and analysed. The second course of lectures “Teaching and learning arrangements” gives an overview of teaching and learning arrangement used in vocational education and training. This includes simulation and business games, role playing, case studies, anchored instruction, learning in simulated work-situations, and project work. Preconditions for the use of these arrangements in schools and enterprises are discussed and practical experiences analysed using selected examples and research findings.
Bonz, B. (2006). Methodik: Lern-Arrangements in der Berufsbildung, Baltmannsweiler, Schneider. Jank, W. & Meyer, H. (2005). Didaktische Modelle (7. edition), Frankfurt a. M., Cornelsen Scriptor. Rebmann, K. (1998). „Fachdidaktik Wirtschaft und Verwaltung“, In: B. Bonz& B. Ott (Hrsg.), Fachdidaktik des beruflichen Lernens, Stuttgart, Steiner. Rebmann, K. &Tenfelde, W. (2008). Didaktik des betrieblichen Lernens, Mering, Hampp. Further literature will be recommended in the course.
|Language of instruction||German|
|Duration (semesters)||1 Semester|
The successful completion of module wir170 is a mandatory requirement for the attendance of module prx105 (practical training in vocational schools). Students have to take part in the lectures actively to fulfil the requirements of module wir170. This includes usually the regular participation in the sessions, the preparation and reworking of the content of each session (e.g. reading suggested literature, working on learning tasks), and giving presentations in different forms depending on the type of course. The criteria of an active participation are negotiated and defined at the beginning of the course.
|Modullevel / module level||AS (Akzentsetzung / Accentuation)|
|Modulart / typ of module||Pflicht / Mandatory|
|Lehr-/Lernform / Teaching/Learning method|
|Vorkenntnisse / Previous knowledge|
|Examination||Time of examination||Type of examination|
|Final exam of module||
1st: Wednesday of the first week in the off-course period (summer semester) 2nd: Wednesday of the week before the orientation week starts 3rd: Wednesday of the third week of the off-course period (winter semester)
assignment (max. 7 pages)
|Workload attendance||56 h|