TWO SIDES - ONE MEDAL

Studying to become a teacher for vocational schools means reflecting on two perspectives - the working world of the trainee specialists and the working world of the vocational school teacher.
This dual perspective can also be found in general education, whereby here the examination of the world from a chemical perspective represents one side and the reflection of school practice represents the other side.

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Important topics at a glance

Teaching degree in the vocational specialisation of laboratory and process technology at vocational schools

Information on work placement, Courses, practical school exercises (SPÜ), Block internships (A and B)

Teaching degree in chemistry at secondary schools, grammar schools and vocational schools

Information on courses, practical school exercises (SPÜ), block practicals (A and B)

Supplementary area

Information on courses in the supplementary area such as "Chemistry in the context of life and work" and "Structuring, argumentation and proof in teaching practice"

Study

The Higher Teacher Training - Vocational Schools degree program in the vocational field of laboratory and process technology prepares students for teaching in vocational schools. In addition, it is also possible to work in the non-school sector, e.g. as a vocational trainer at inter-company training centers or as an adult educator in company training and further education as well as in personnel management (companies, trade associations, chambers, etc.).

If you have not completed vocational training at the start of your studies, you must provide proof of a 12-month work placement before the state examination. To gain as broad an insight as possible into the professional reality of your future addressees, you should spread this over individual internships in selected professions within the Department.

All in all, the profession requires a wide range of technical, pedagogical and methodological/didactic skills. Added to this are personal motivations, which are characterized in particular by an open approach to different student personalities.

The state examination course has a modular structure.
The module-related examinations must be taken during the course of study. The course concludes with the first state examination. The first state examination is a prerequisite for the second phase, the so-called preparatory service, which concludes with a second state examination.