|
|
|
| Module code: MBG21-4 |
|
|
6V (6 hours per week) |
|
8 |
| Semester: 1 |
| Mandatory course: yes |
Language of instruction:
German |
Assessment:
Exam achievement
[updated 15.11.2021]
|
MBG21-4 (P311-0173) Management and Professional Pedagogy in Health Care, Bachelor, ASPO 01.10.2021
, semester 1, mandatory course
|
90 class hours (= 67.5 clock hours) over a 15-week period.
The total student study time is 240 hours (equivalent to 8 ECTS credits).
There are therefore 172.5 hours available for class preparation and follow-up work and exam preparation.
|
Recommended prerequisites (modules):
None.
|
Recommended as prerequisite for:
MBG21-14 Vocational Pedagogy in Health Care III
MBG21.B.51 Advanced Didactics and Methodology
MBG21.B.52 Developing a Curriculum
MBG21.B.53 Measuring and Assessing Competence
MBG21.B.54 Educational Guidance in (Vocational) Adult Education
[updated 12.10.2023]
|
Module coordinator:
Prof. Dr. Christine Dörge |
Lecturer:
Dr. Sindy Lautenschläger
[updated 12.10.2023]
|
Learning outcomes:
Pedagogical approaches and models
After successfully completing this module, students will have the following skills and competencies:
.
Knowledge and Comprehension:
• Students will be able to define central concepts of vocational and educational theory (pedagogy, education, learning, socialization, occupation).
• They will understand the significance of social change and reform processes as the background for the respective concept of education.
• They will be able to examine relevant theories and concepts of educational science and specific (vocational) education theories critically, in order to assess their relevance for their own pedagogical actions.
• They will be able to assess and classify pedagogical and educational problem situations in theory and practice.
• They will be able to place current discussions in pedagogical and educational contexts.
• They will have basic knowledge of career choice theories and career identity development.
• They will be able to process and comprehend key statements from scientific texts on education.
The Use, Application, and Generation of Knowledge:
• Students will be able to tranfer vocational education theories and concepts to the planning and design of learning processes.
• They will be able to engage in discussion in group processes based on the knowledge they have acquired in educational science and vocational education.
Communication and Cooperation:
• Students will be able to contribute constructively to the group learning process.
• They will demonstrate tolerance for other viewpoints and perspectives.
Scientific Self-Concept/Professionalism:
• Students will be able to reflect on their own professional development with regard to the categories listed above.
• They will be able to reflect on their own subjective theories on vocational education and training.
• They will be able to represent their own educational science and pedagogical points of view in a scientifically reflective manner.
Didactics and Methodology
After successfully completing this module, students will have the following skills and competencies:
.
Knowledge and Comprehension:
• Students will be able to name themes, basic concepts and central questions from the field of adult education and vocational training.
• They will be able to critically examine basic learning theories and how well they fit with didactic-methodological concepts.
• They will be able to describe general didactic theories, models, and principles in adult and vocational education.
• They will be able to explain procedures for planning and designing teaching/learning situations.
The Use, Application, and Generation of Knowledge:
• Students will be able to initiate, plan, design and evaluate learning processes.
• They will be able to use their scientific methodological-didactical knowledge to take part in discussions regarding the planning and design of learning processes.
Communication and Cooperation:
• Students will be able to incorporate their individual learning and working strategies into the group learning process in a constructive manner and continuously expand their teamwork skills.
• They will be able to demonstrate tolerance for other views and perspectives.
• They will be aware of current professional policy discussions and be able to reflect on them critically.
Scientific Self-Concept/Professionalism:
• Students will be able to critically reflect on their individual learning experiences with regard to didactic theoretical knowledge.
• They will be able to represent their own didactic points of view in a scientifically reflective manner.
• They will be prepared to continuously develop their own pedagogical-didactical knowledge with regard to current didactical research.
Pedagogical Approaches and Models
[updated 15.11.2021]
|
Module content:
• Basic concepts in education and educational science
• Classification of disciplines, differentiation and tasks of educational science
• Vocational education as a subdiscipline of educational science
• Education in society – transformation processes and reforms
• Scientific theoretical research paradigms in educational science
• Selected classical and current theories and concepts of educational science and (vocational) education.
• Current developments in empirical vocational training research
• Reflection on subjective theories of (vocational) education and training
• Socialization agents and occupational socialization, occupational choice and occupational choice theories.
Didactics and Methodology
• Overview of learning theories (concept of learning, behaviorist learning theories, cognitive learning theories, constructivist learning theories, adult education learning theories).
• Reflection on one´s own learning biography
• Basic didactic terms, concepts/principles: Competence-oriented approach, action-oriented approach,
learning field orientation, problem orientation, experience orientation, subject orientation
• Critical examination of classical and more recent didactic theories and models and their relation to the planning and analysis of learning arrangements
• Planning and designing teaching/learning situations
• Use of targeted methods and media in learning processes
• Making decisions on learning principles on didactic grounds
• Teaching evaluation
[updated 15.11.2021]
|
Teaching methods/Media:
Blended learning
[updated 15.11.2021]
|
Recommended or required reading:
Recommended literature will be announced at the beginning of the course.
[updated 15.11.2021]
|
