Following the conditions and prerequisites of educational institutions and the learners there, prospective teachers must - possess analytical competences, among others with regard to the (infra-structural and socio-psychological) conditional fields and the given time structure; - know and master different vocational-pedagogical-didactical approaches and concepts and be able to use them in an addressee-appropriate way; - communicate with other teachers and the governing bodies of educational institutions (school organisation and development, legal issues, etc.). One of the most important aspects in the Master's programme is the development of competences in the area of teaching ability. Core competences include planning, implementing, evaluating and reflecting on teaching. Teachers ... - analyse job profiles, training regulations, curricula, etc. according to objectives, select content, structure the procedure according to factual, process-related, didactic criteria and according to aspects of competence development. - record changed technologies as well as work and business processes in industrial and craft enterprises, also from a regional point of view, analyse vocational action processes, among other things, with regard to learning subjects and include them in the design of lessons. - link vocational work processes with the design of corresponding vocational learning tasks and processes, among other things via elements cooperative with the place of learning, and thus promote the learners' ability to reflect. - promote self-organised, cooperative learning through the use of student- and activity-oriented teaching methods, advise learners in the execution of vocational learning and work activities. - systematically include the requirements in the development of the different competence dimensions: professional, social, human and methodological competences. - choose appropriate approaches and methods conducive to learning in order to promote the acquisition of competences and self-critical reflection on professional actions. - strive for individual support of learners also in the context of performance assessment (use of self-developed matrices with objectives, criteria and indicators).
Study contents:
Didactics of the vocational specialisation
- Didactics and curriculum in the vocational field
- Work and technology in the professional field
- Didactic project
Vocational pedagogy
- Introduction to vocational pedagogy
- Learning, development and socialisation
"Dealing with Heterogeneity"
An essential experience you will have as a teacher is that every student is different. Students differ according to their gender, social and cultural background, inclinations and abilities, physical abilities and language skills. As a teacher you need the ability to deal with this diversity and to facilitate individual learning processes. This is taught in the study area "Dealing with Heterogeneity".
Master thesis
Second Compartments:
As a teaching subject (second subject) you choose one of the following subjects, which you study at Bachelor level. It is possible to restrict admission to individual subjects.
For some subjects, course-specific requirements for application or registration are required, e.g. a self-test. Some subjects require proof of foreign language skills for enrolment, which are usually demonstrated by language certificates or tests. Proof of foreign language skills can also be provided by means of the Abitur certificate up to level B1 of the Common European Framework of Reference for Languages.
Currently You can choose from: English, German, mathematics, physics, chemistry and political science.
All lectures are held in German. Therefore appropriate German language skills are absolutely necessary for successful participation of the courses.
