Die Lehrveranstaltung setzt sich aus drei Teilen zusammen:
Im Rahmen von Hospitationen im Sekundarbereich (Schulpraxis, SP; LV-Anteil: 2 ECTS) lernen Studierende die Schule als Institution kennen, reflektieren deren Strukturen und Rahmenbedingungen und setzen sich mit dem Berufsbild der Lehrperson auseinander.
Die ‚Fachdidaktische Begleitung aus DB‘ (PS; LV-Anteil: 2 ECTS, 2 SWS bei Matthias Schoiswohl-Szwajor) bieten einen fachdidaktischen Einblick in das Unterrichtsfach Technik und Design, einen Überblick über rechtliche, strukturelle sowie aktuelle fachpolitische Rahmenbedingungen und Entwicklungen. Die Auseinandersetzung findet zum einen theoretisch im Proseminar in Form von Impulsen, Diskussionen, Reflexion der Hospitationen und Textlektüre und zum anderen praktisch, in Form von fachspezifischen Hospitationen (im Ausmaß von ca. 10 UE) sowie der Planung eines Unterrichtskonzeptes und der Unterrichtssequenz statt. Zur fachspezifischen Hospitation und Abhaltung der Unterrichtssequenz stehen Klassen der Sekundarstufe I (MS, AHS) sowie Klassen der BMHS zur Verfügung.
Die ‚Bildungswissenschaftliche Begleitung‘ (PS; LV-Anteil: 2 ECTS, 2 SWS bei May Jehle) umfasst Hospitationen in verschiedensten Unterrichtsfächern der Sekundarstufe (im Ausmaß von 10 UE) sowie deren bildungswissenschaftliche Analyse und Reflexion. Diese fachUNspezifischen Hospitationen zielen darauf ab, die Wahrnehmungsfähigkeit der Studierenden für Unterricht und dessen Strukturen (auch über das eigene Fach hinaus) neu zu öffnen: Der eigene Transitionsprozess ‚Nicht mehr Schüler*in – noch nicht Lehrende*r’ wird bewusst vollzogen. Es wird geübt, präzise wissenschaftliche Formulierungen für Beobachtbares zu finden und so Unterricht methodisch geleitet zu reflektieren. Die ‚Bildungswissenschaftliche Begleitung‘ bietet methodische und theoretische Impulse, um die Spezifika von singulären Unterrichtssituationen zu erkennen und mit theoretischen wie praktischen ‚Werkzeugen’ für Unterrichtssituationen (wie z.B. didaktischen Modellen) vertraut zu werden.
The course consists of three parts: Through classroom observations in secondary schools (school practice, SP; course credit: 2 ECTS), students become familiar with the school as an institution, reflect on its structures and framework, and engage with the teaching profession. The 'Subject-Specific Didactic Support from DB' (PS; course credit: 2 ECTS, 2 semester hours per week with Matthias Schoiswohl-Szwajor) offers a subject-specific didactic insight into the subject of Technology and Design, providing an overview of legal, structural, and current policy frameworks and developments. This engagement takes place both theoretically in the introductory seminar through presentations, discussions, reflection on classroom observations, and text readings, and practically through subject-specific classroom observations (approximately 10 teaching units) as well as the planning of a lesson concept and lesson sequence. For subject-specific observation and the delivery of the teaching sequence, classes from lower secondary school (MS, AHS) as well as classes from vocational schools (BMHS) are available. The ‘Educational Science Support’ (PS; course component: 2 ECTS, 2 semester hours with May Jehle) comprises observations in various subjects at the lower secondary level (totaling 10 teaching units) as well as their educational science analysis and reflection. These non-subject-specific observations aim to reawaken the students' perception of teaching and its structures (even beyond their own subject): The students consciously experience the transition process from ‘no longer a student – not yet a teacher’. They practice finding precise scientific formulations for their observations and thus reflecting on teaching in a methodically guided way. The ‘educational science support’ offers methodological and theoretical impulses to recognize the specifics of singular teaching situations and to become familiar with theoretical and practical ‘tools’ for teaching situations (such as didactic models).
The course consists of three parts: Through classroom observations in secondary schools (school practice, SP; course credit: 2 ECTS), students become familiar with the school as an institution, reflect on its structures and framework, and engage with the teaching profession. The 'Subject-Specific Didactic Support from DB' (PS; course credit: 2 ECTS, 2 semester hours per week with Matthias Schoiswohl-Szwajor) offers a subject-specific didactic insight into the subject of Technology and Design, providing an overview of legal, structural, and current policy frameworks and developments. This engagement takes place both theoretically in the introductory seminar through presentations, discussions, reflection on classroom observations, and text readings, and practically through subject-specific classroom observations (approximately 10 teaching units) as well as the planning of a lesson concept and lesson sequence. For subject-specific observation and the delivery of the teaching sequence, classes from lower secondary school (MS, AHS) as well as classes from vocational schools (BMHS) are available. The ‘Educational Science Support’ (PS; course component: 2 ECTS, 2 semester hours with May Jehle) comprises observations in various subjects at the lower secondary level (totaling 10 teaching units) as well as their educational science analysis and reflection. These non-subject-specific observations aim to reawaken the students' perception of teaching and its structures (even beyond their own subject): The students consciously experience the transition process from ‘no longer a student – not yet a teacher’. They practice finding precise scientific formulations for their observations and thus reflecting on teaching in a methodically guided way. The ‘educational science support’ offers methodological and theoretical impulses to recognize the specifics of singular teaching situations and to become familiar with theoretical and practical ‘tools’ for teaching situations (such as didactic models).