Manufacture teacher training vocational college (FAKTUR) reflexive - inclusive - professional

Project description

Teacher training for vocational education suffers from both a lack of demand and a lack of quality. The latter can be seen, among other things, in the fact that the learning field concept introduced back in 1996 with its subject-integrative teaching and newly defined educational requirements (promotion of design skills) is still only being implemented very incompletely. FAKTUR aims to reduce both this quality problem and the problem of insufficient student numbers by

• real work requirements for teachers are placed at the center of modules, which are processed as case studies (cf. Simons 2009) by processing, using and generating scientific knowledge;
• a teacher training concept is created that is based on the core idea of the learning field principle (via project-oriented action to design) and thus promotes the development of teacher professionalism through a systematic linking of theory and practice;
• case studies create a completely new way of learning with a scientific approach, which provides a tangible introduction to the pedagogical and didactic thinking of the teaching profession, especially for UAS graduates socialized in engineering (from the NRW initiative AGORA);
• mentoring during the course of study ensures that students' individual progress and specific areas of focus are taken into account through individually tailored recommendations and
• the overall recruitment of new target groups to address the demand problem is combined with an improvement in the quality of the course.

FAKTUR thus builds on the reforms successfully implemented by the University of Siegen with the AGORA study models for industrial-technical BK teacher training, in that the alternative access routes and organizational models developed there are now being consolidated and made transferable through a corresponding study concept in terms of content. In analogy to the learning fields, case studies are oriented towards concrete questions or practical problems that are dealt with with reference to scientific knowledge and methodology. Questions or "problems" as the basis for the content of the cases are developed collaboratively with students and stakeholders in vocational education and training. This will make it possible to meet both current and future needs in the context of e.g. migration, digitalization, hybridization and thus be able to adequately meet the basic challenge of inclusion. Case studies, as micro-teaching units in which vocational training science and didactic industrial-technical expertise are related to each other, deepen the scientific rationale as a basis for professional pedagogical decision-making and design.

The research project Manufaktur Lehrerbildung Berufskolleg (FAKTUR.) at the University of Siegen is funded by the Federal Ministry of Education and Research as part of the joint "Quality Campaign for Teacher Education" of the federal and state governments.