Subproject 4
Occupational field analysis in personal departments to strengthen the dual practical relevance
This sub-project pursues the overarching goal of establishing a closer link between theory and practice in both vocational training and teacher education.
Further information on the background, objectives and methods of the sub-project can be found on the official website of the ZLSB sub-project.
Collection of professional action situations
The professional action situations collected here are the result of student work and represent an editorially revised selection.
As part of a research-oriented seminar, students of the vocational Department of Social Pedagogy carried out occupational field analyses by interviewing or observing educators in various fields of work. Based on the empirical material, the students then formulated professional action situations with the aim of staying as close as possible to the empirical material. As a result, these can be direct interview excerpts that have hardly been revised or more heavily revised descriptions.
The individual professional situations show a wide range in terms of their formal structure. The situations are presented from the different narrative perspectives of trainees or educators. In some cases, they are introduced with a description of the facility and end largely open-ended.
The professional action situations can be used for the development of learning situations. The assignment to a learning field is to be understood as a suggestion. A vocational action situation can sometimes be used for teaching in different learning fields. The situations represent an excerpt of the professional practice of educators, which can give rise to reflection in the classroom (for more details, see Hauswald/Marx/Liebig, 2023*). The collection of professional action situations is therefore aimed at teachers and student teachers for social pedagogical training and further education and is freely accessible to all interested persons.
The professional field analyses will continue to be part of the course even after the end of the project funded as part of the teacher training quality offensive. The aim is to gradually add further professional situations to the collection and thus also further fields of work for educators.
If you have any questions, please get in touch with the Chair's team via our Didactic Laboratory for Social Pedagogy at: .
| Training | System | Units | Link to PDF |
|---|---|---|---|
| Educator | Learning fields according to the framework curriculum | Learning field 1 according to the framework curriculum |
Kita_The flying building block Hort_The Hort is there for that |
| Learning field 2 according to the framework curriculum | |||
| Learning field 3 according to the framework curriculum | |||
| Learning area 4 according to the framework curriculum | Daycare center_Anton is tired | ||
| Learning field 5 according to framework curriculum | |||
| Learning field 6 according to the framework curriculum | |||
| Learning fields according to the Saxon curriculum | Learning field 1 according to the Saxon curriculum |
Kita_The flying building block |
|
| Learning field 2 according to the Saxon curriculum | |||
| Learning field 3 according to the Saxon curriculum | |||
| Learning area 4 according to the Saxon curriculum | Daycare center_Anton is tired | ||
| Learning field 5 according to the Saxon curriculum | Link to the PDF | ||
| Learning field 6 according to the Saxon curriculum | Youth club_I can't do all this anymore | ||
| Learning area 7 according to the Saxon curriculum | |||
| Learning area 8 according to the Saxon curriculum | |||
| professional fields of work | Day care centers |
Kita_The flying building block Kita_I don't have to brush my teeth at home either |
|
| Home education/other forms of assisted living | |||
| Youth work | Youth club_I can't do all this anymore |
* Hauswald, S., Marx, A. & Liebig, M. (2023). Occupational field analyses as a basis for didactic considerations in the vocational Department of Social Pedagogy. berufsbildung.