Politische Bildung am Berufskolleg : interdisziplinär und berufsbezogen

Considerable importance must be attached to cross-professional disciplines as a result of curricular arrangements in dual education in professional schools which are based on the modular learning concept. Since, according to curriculum theory, all disciplines should focus on the profession, i.e. on professional practice, there is a need for consistent reference to the job. In learning situations, professional and cross-professional skills are integrated by multi-disciplinary teaching arrangements. Despite this explicit mandate defined in curricula and directions, the combination of professional and cross-professional disciplines is still a problem. In fact, there is no consistent practice integrating professional and cross-professional disciplines. This paper investigates possible causes for this situation and presents an approach to integrate the different disciplines within the framework of the current structures. As a first step, the relevant conditions are outlined and discussed critically. Integrative models from vocational education theory are juxtaposed and examined with reference to their suitability as access points to cross-professional instruction in today's dual education. This is exemplified for the discipline of politics and social studies in the training for main construction trade professions. In a first step, the context of political and vocational education is analysed against the background of the basic aims of political education. Academic research is analysed on the level of technical didactics and their integration in a superior pedagogical context. Here, curricular structures as a framework for the practical realisation of political and vocational education play an important role. The essential conclusion of this analysis is that there is a need for multi-disciplinary technical didactics. Through the exemplification of three integrative models of vocational education studies an approach is developed which ensures systematic integration on the technical didactics and curricular levels with reference to a support of multi-disciplinary training. In contrast to the integrative approaches of vocational education studies analysed, this paper tries to substantiate the abstract level of integrative approaches in a pragmatic concept which can be used as a manual or at least as a guideline for practical lesson planning. Based on this theoretic deduction, the concept is realised and evaluated according to methods of qualitative empirical social research.

Grantor dc:publisher

Publikationsserver der RWTH Aachen University

Year dc:date

2008

Author dc:creator

• Rexing, Volker

Contributors dc:contributor

• Rotte, Ralph

• info:eu-repo/classification/ddc/370
• Fachdidaktik
• Berufsbildung
• politische Bildung
• Bautechnik
• Berufsfeld Bautechnik
• Erziehung, Schul- und Bildungswesen
• Fachdidaktik der politischen Bildung
• Fachdidaktik Bautechnik
• berufliche Bildung
• Lernfeldkonzept
• fächerübergreifender Unterricht
• Berufskolleg
• civic education
• technical didactics
• professional schools

Statement dc:rights

• info:eu-repo/semantics/openAccess

Language dc:language

ger

Identifier

https://publications.rwth-aachen.de/search?p=id:%22RWTH-CONV-112737%22

OAI record oai:identifier

https://publications.rwth-aachen.de/oai2d?verb=GetRecord&metadataPrefix=oai_dc&identifier=oai%3Apublications.rwth-aachen.de%3A50182