pb024 - Teaching and learning in vocational contexts foundation course (Complete module description)

Students …

• describe and differentiate educational theories, especially behaviourist, cognitivist and constructivist education theories
• identify and analyse social and structural requirements of teaching and learning in vocational schools and in enterprises
• transfer educational theories to individual scenarios of teaching and learning

This module introduces theories and concepts of teaching and learning in vocational contexts, academic text analysis and writing.

 

The course of lecture “Introduction into teaching and learning in vocational contexts” focusses on the basic principles of teaching and learning. The three most influential educational theories are discussed: the behaviourist, cognitivist and constructivist education theory. These theories are analysed in their individual academic development and their particular assumptions and preconditions. This is followed by a critical reflection of the three theories. Thereby the constructivist education theory is especially discussed regarding its central concepts “experience”, “knowledge” and “action”, and their particular relevance to teaching and learning processes. In addition, the social conditions of learning and achievement behaviour in work and occupational contexts are discussed. School-related conditional factors and learning facilitation criteria of company working environments are addressed, such as the particular importance of subjective theory of VET staff, e.g. on inclusion, digitalization and sustainability for teaching-learning processes.

 

The tutorial “Text understanding and text production” give methodological support to students to fulfil certain tasks defined by the course of lecture.

Frieling, E.; Bernard, H.; Bigalk, D. & Müller, R. F. (2006). Lernen durch Arbeit. Münster: Waxmann. Helmke, A. (2007). Unterrichtsqualität erfassen, bewerten (6. Aufl.). Seelze: Kallmeyer. Helmke, A. & Weinert, F. E. (1996). Bedingungsfaktoren schulischer Leistungen. In F. E. Weinert (Hrsg.), Psychologie des Unterrichts und der Schule (Bd. 3; S. 71-176). Göttingen: Hogrefe. Krapp & Weidemann (2006). Pädagogische Psychologie (5. Aufl.). Weinheim: Beltz. Rebmann, K. & Schlömer, T. (2010). Lehr-Lerntheorien in der Berufsbildung. In Enzyklopädie Erziehungswissenschaft Online (EEO), Band "Berufs- und Wirtschaftspädagogik" hrsg. von K. Büchter (S. 1-39). Weinheim: Juventa. Rebmann, K. & Tenfelde, W. (2008), Betriebliches Lernen. München: Hampp. Rost, D. H. (Hrsg.) (2006). Handwörterbuch pädagogische Psychologie (2. Aufl.). Weinheim: Beltz. Schmidt, S. J. (Hrsg.) (1996). Der Diskurs des radikalen Konstruktivismus (7. Aufl.). Frankfurt am Main: Suhrkamp. Seel, M. S. (2000). Psychologie des Lernens. München: Reinhardt.

www.bwp.uni-oldenburg.de

Portfolio of five to ten subtasks

All subtasks have to be completed successfully to pass the portfolio in total. If however one subtask does not meet the requirements, a further subtask can be completed to finish the portfolio.