Graduates of the bachelor's degree in business-work-technology and the areas of study for teaching postgraduate education have basic knowledge and specialist skills in the field of business-work-technique for teaching postgraduate studies, educational sciences, school pedagogy, general special needs and inclusion education and, depending on the chosen special needs focus, two of the four special needs special needs focus:
In business-work-technologyThe focus is on imparting scientific and didactic fundamentals of business, economic and technical content. In addition, the business-work-technology course teaches the basics of home economics, ergonomics and labor market and occupational research. Questions of nutrition and consumer education as well as the promotion of professional orientation are taken into account. Topic-oriented practical parts are integrated into the teaching, which primarily serve to acquire subject-specific working techniques and methods, but also to provide orientation in the world of business and work. The didactic part of your training is used to develop basic didactic concepts and to promote your subject-specific with the aim of
In the field of educational sciences, the focus is on the study and critical reflection of educational approaches and theories about the processes of learning and the development of children and young people in a social context, as well as the most important approaches in educational research and school theory. You will learn a wide range of application-oriented educational and didactic forms of action, acquire the diagnostic tools to be able to evaluate findings from empirical teaching research and the knowledge necessary for the selection and design of learning materials. In addition, you will acquire the basics of school law and school administration
The study area General Support and Inclusion Education encompasses the teaching of basic educational, psychological, diagnostic and medical content and is expanded to include the discussion of ethical and anthropological problems. Students learn the models, theories and concepts that are essential for dealing professionally with children and young people and acquire the didactic and social skills necessary for working with heterogeneous groups
Economy-work-technology in the teaching post for special needs education
In imparting knowledge, teachers also have the task of educating, promoting, advising and assessing. The aim is to support you in adopting an inclusive stance and to develop both the motivation and the ability to work effectively with a variety of children and young people in your later work as a teacher. In doing so, you have to adapt to the needs of schoolchildren of different ages and have an understanding of their developmental psychological situation.
The aim of the teaching post for special needs education is to teach pupils with very different requirements and needs together in order to preserve the chances for a successful development of every pupil from an early age. Above all, you will be enabled to become the experts in your teaching staff in the areas of learning, language and emotional and social development and intellectual development.
You can currently only complete a teaching-related course in the state of Brandenburg at the University of Potsdam.
In total, the teaching post-related bachelor's degree in the teaching post for special needs education comprises 180 credit points, which are divided between the specialist course and the study of educational science and special needs educational content. The course in business-work-technology of the teacher training course for special needs education is a single-subject course in which it is possible to choose certain areas of focus. The subject business-work-technology in the teaching post for special needs education is included with 69 credit points.
The bachelor's degree is modular. Within the modules, the course content is thematically summarized in different study and teaching forms. A fixed number of credit points as well as certain study and examination achievements must be achieved in each module
The teaching-related bachelor's degree comprises a total of 180 credit points (CP). 69 credit points have to be achieved for the successful study of business-work-technology. The business-work-technology study course comprises the contents shown in the following overview, in which technical and didactic components are integrated
|Economy-work-technology for the teaching post for special needs education||69 LP|
|Introduction to business administration for student teachers||9 LP|
|Nutrition - Consumer Education - Sustainability (EVN)||9 LP|
|Introduction to economics for student teachers: markets, actors and framework conditions||6 LP|
|Scientific basics of technology||6 LP|
|Technical basics WAT||9 LP|
|Modules of subject didactics|
|Work, occupation and didactics of professional orientation||6 LP|
|Specialized didactics of economic and technical education||6 LP|
|Compulsory elective modules
Three of the following compulsory elective modules must be successfully completed.
|Introduction to Marketing for Student Teachers||6 LP|
|Introduction to organization, leadership and personnel||6 LP|
|Company formation||6 LP|
|Introduction to business informatics||6 LP|
|Management in the digital age||6 LP|
|Microeconomics 1||6 LP|
|Basic methods of empirical social research||6 LP|
|General special needs and inclusion education||30 LP|
|Social and scientific foundations of inclusion education||6 LP|
|Basics of educational diagnostics and research methods||9 LP|
|Participation and social participation||6 LP|
|Introduction to the acquisition of basic written language and mathematical skills||9 LP|
|Funding Priority I
Emotional and Social Development or Learning
|Emotional and social development|
|Introduction to the priority area of ??emotional and social development||9 LP|
|Professionalism and teaching structure with a focus on emotional and social development||6 LP|
|Prevention and intervention concepts for impairments of emotional-social development||12 LP|
|Introduction to the learning focus||6 LP|
|General didactics in the learning focus||6 LP|
|Diagnosis and support in the learning focus A / Diagnosis and support in the learning B focus||9 LP|
|Case work and support planning in the learning support focus||6 LP|
|Funding Priority II
Learning or Language or Intellectual Development
|Learning (only for students who have chosen Emotional and Social Development as Funding Priority I.)|
|Introduction to the learning focus||6 LP|
|General didactics in the learning focus||6 LP|
|Diagnosis and support in the learning A priority area||9 LP|
|Related topics in the learning focus||6 LP|
|Introduction to the language support focus||9 LP|
|Reading promotion in inclusive schools||6 LP|
|Oral and literacy in inclusive schools||6 LP|
|Diagnosis and support planning for language impairments||6 LP|
|Introduction to the specialization in intellectual development||6 LP|
|Diagnostics in the intellectual development funding priority||6 LP|
|Inclusive lessons in the specialization of intellectual development: didactic theories and models||9 LP|
|Pedagogy for severe and multiple disabilities||6 LP|
|Educational sciences||18 LP|
|School pedagogy and didactics||9 LP|
|School-related educational research and language education||9 LP|
|bachelor thesis||9 LP|
Working in an inclusive environment in the mainstream and secondary school sector requires increased sensitivity to social diversity, the needs of children and young people and general social conflict situations. Enjoyment in dealing with children and young people and, if necessary, initial experience in the educational field are therefore a good basis for choosing a bachelor's degree. If you are aiming for a teacher training course, you should be motivated to face the daily demands of the teaching profession. Previous experience in dealing with children and adolescents can be very helpful both for the decision to study and for the study itself.
The aim of your studies is to acquire basic knowledge and specialist skills in the field of business, work and technology in the teaching post for special needs education, educational sciences, school education, general special needs and inclusion education and, depending on the chosen special needs focus, in two special needs special needs special needs : Emotional and social development, learning, language or mental development.
You will acquire professional, level-specific teaching and upbringing skills for children and young people from heterogeneous groups and with different educational needs in the mainstream and secondary schools. You will be prepared for conveying essential specialist content, empathetic pedagogical support, cooperation, advice and diagnosis-based support planning within the framework of the inclusive school and will be able to adapt school learning to the individuality of the children and young people.
With the teacher training bachelor's degree you acquire the academic degree of Bachelor of Education. This represents a first professional academic degree, which, however, does not yet qualify for the assumption of a teaching post. A master’s degree and preparatory service are still to be completed before you can become a teacher.
Due to subject-specific competencies in the field of business, work and technology, occupational activities in extracurricular educational opportunities are conceivable, e.g. at extracurricular learning locations (e.g. to name student laboratories, museums etc.), institutions of professional orientation and integration (e.g. workshops for people with disabilities) , in companies, clubs, associations, chambers, in publishing (including school book publishers), etc.
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