Fach-Bachelor Pädagogisches Handeln in der Migrationsgesellschaft (Bachelor) > PP Lehramt an berufsbildenden Schulen
Responsible persons
Rebmann, Karin (module responsibility)
Lehrenden, Die im Modul (Prüfungsberechtigt)
Rebmann, Karin (Prüfungsberechtigt)
Slopinski, Andreas (Module counselling)
Prerequisites
Skills to be acquired in this module
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
Module contents
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. Leaning conditions in vocational schools and in workplaces and their relevance for teaching and learning processes are furthermore analysed.
The tutorial “Text understanding and text production” give methodological support to students to fulfil certain tasks defined by the course of lecture.
Recommended reading
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.
Links
www.bwp.uni-oldenburg.de
Language of instruction
German
Duration (semesters)
1 Semester
Module frequency
jährlich
Module capacity
unlimited
Module level
Type of module
Teaching/Learning method
Previous knowledge
Helpful previous knowledge:
pb023 “Vocational and business education – foundation course”
Type of course
Comment
SWS
Frequency
Workload of compulsory attendance
Lecture
2
28
Tutorial
2
28
Total module attendance time
56 h
Examination
Examination times
Type of examination
Final exam of module
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.
