Teacher training course in secondary vocational education in Austria
Teacher training at the secondary level of vocational training in Austria is a training course for vocational school teachers and teachers of practical subject matter at BMHS in Austria
Vocational teacher training courses are offered at various universities of education in Austria in the following fields: dual vocational training as well as technology and trade, education - training - development support, nutrition, information and communication (applied digitization), fashion and clothing technology, agriculture and nutrition, environment and natural sciences. Students with an academic degree can also complete the bachelor's degree 'Subject-related studies complementary studies' as an educational qualification.
Teacher training dual vocational training as well as technology and trade
Training of vocational school teachers and teachers of practical subjects at BMHS in Austria
genesis
Based on the measures taken in the course of the school development of Empress Maria Theresa , industrial and commercial apprentices in so-called advanced training schools were given undifferentiated, possibly supplementary, school-based lessons, which should serve in evening or Sunday courses for follow-up and repetition of elementary school education. In the course of the development of the trade regulations over time, this school-based advanced training course was differentiated into general trade, specialist trade, commercial and domestic vocational schools. The legal basis for the establishment and maintenance of these advanced training institutions can be dated, among other things, to the Lower Austrian provincial law of 1868. School attendance for industrial apprentices took place in 1897, for commercial apprentices only in 1910 (Meister, 1960, pp. 81–82). These developments are the starting point for the dual system that still prevails today . The historical development of apprenticeship training goes hand in hand with the training of vocational school teachers, which, however, was only systematized over time. This will be traced in the following (Mathies, 2012, supplemented by Hotarek):
| 1774 | 1816 | 1869 | 1918-1938 |
| Theresian school rules | Reich Primary School Act | Democratic development of the school system | |
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| 1938-1945 | 1946-1962 | 1962 | 1966 |
| Imperial German legislation | No general statutory regulation of the school system | School Organization Act | Professional educational institutes |
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| 1976 | 1999 | 2006 | 2016 |
| Professional education academies
Pedagogical institutes |
Academic Studies Act | Pedagogical colleges | Pedagogical colleges |
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education
The courses offered as part of the secondary vocational education level meet this requirement through the training in subject bundles (according to § 35 Z 8 HG 2005 as amended), which ensure a constant intermeshing of scientific theoretical, practical professional and practical school content, as well as through the specific admission requirements. In addition, students in the bachelor's degree for the secondary level of vocational education teach in the dual vocational training as well as technology and trade part-time at a vocational school or vocational middle and high school and thus complete a university education in the duality of school teaching practice and university science foundation (Mathies, Hotarek & Resinger 2018) .
The following subject bundles are offered in the dual vocational training department:
- Subject bundle for general and business subjects (FB I)
- Subject bundle for theoretical subjects in the respective occupational field (FB II)
- Subject bundle for practical subjects in the respective occupational field (FB III)
The following subject bundles are offered in the technical and commercial department:
- Subject bundle for theoretical subjects in the respective occupational field (FB II)
- Subject bundle for practical subjects in the respective occupational field (FB III)
The training within the scope of the subject bundle takes place in the professional fields:
- Economy, society and social issues as well as applied economics (additional general education in FB I)
- Technology, trade and industry - applied chemistry and biotechnology
- Tourism, gastronomy and food
- service
- Health, exercise, nutrition and beauty
- Art, design and creation
- Information and communicationtechnology
- Construction and related trades
- Agriculture and forestry (for vocational schools)
- Environment (for vocational schools)
Admission requirements
In addition to the generally applicable criteria for admission to a regular degree according to Section 52 (1) HG 2005 as amended includes the particular suitability for the bachelor's degree for the secondary level vocational training in the dual vocational training department as well as technology and trade (cf. Section 3 (2) no.1 HZV 2013 as amended)
- for the subject bundle “general and business subjects” the successful completion of the matriculation and diploma examinations of a relevant vocational high school or the successful completion of a matriculation examination and an equivalent relevant training.
- for the subject bundle "subject-theoretical subjects" the successful completion of the matriculation and diploma examination of a relevant vocational higher school or the successful completion of a matriculation examination and a relevant training or the successful completion of a subject-related course at a post-secondary educational institution with at least 240 ECTS-AP .
- for the subject bundle “practical subject matter”, successful completion of a relevant master craftsman's examination or an equivalent relevant qualification.
In any case, the completion of a relevant professional practice is required for all subject bundles:
- for graduates of a relevant vocational secondary school for at least two years,
- otherwise for at least three years.
In addition to the admission requirements standardized in the University Admissions Ordinance, proof of a suitability assessment carried out in accordance with service law provisions is required when establishing an employment relationship (cf. § 11 Paragraph 2 HZV 2013 as amended). (Mathies, Hotarek & Resinger 2018)
The bachelor's degree in teaching secondary level vocational training for the dual vocational training as well as technology and trade includes 240 ECTS-AP (European Credit Transfer System Application Points). One ECTS credit corresponds to a workload of 25 hours. This means that level VI of the Austrian National Quality Framework (NQR) or the European Quality Framework ( EQF ) is achieved. The bachelor's degree in the dual vocational training as well as technology and trade department concludes with the academic degree " Bachelor of Education " (BEd) for the secondary vocational education level (cf. § 35 Z 15 HG 2005 as amended).
60 ECTS-AP are to be completed from the educational basics, 120 ECTS-AP from the professional basics / specialist sciences and 60 ECTS-AP from the subject didactics. Pedagogical-practical studies are included to the extent of 40 ECTS-AP.
Fields of training
Pedagogical and practical studies
The pedagogical-practical studies represent a central area of the study in the dual vocational training as well as technology and trade. Due to their integrative anchoring, they enable the acquisition of competences in the interlinking with the study areas general educational science basics, specialist sciences and subject didactics. They provide space for the exploration and reflection of educational activities, which are theoretically worked on in the course of the training in a theory-practice interlocking. The different concepts of the universities are described in the respective qualification profiles in the curricula. The contract teachers on duty begin with the training phase (see Section 40 Contract Employee Act), which is continuously accompanied by teachers at the Tyrol University of Education as part of the so-called "accompanied practice transfer". Furthermore, occupational research and trials take place as part of training exercises. (Mathies, Hotarek, Resinger 2018 and Braunsteiner, Schnider & Zahalka 2014)
Subject didactics
The didactic training in the dual vocational training as well as technology and trade department takes place in the professional field and subject didactics subject-specific within the framework of subject bundles in the standardized professional fields.
Graduates should understand their didactic approach from an interdisciplinary meta level. They should reflect the educational relevance of subject content in the mirror of occupational field didactic dimensions as well as subject didactic theories and models, transfer this content with regard to the respective curriculum or educational plans and prepare it for different target groups. They should reflect on their didactic thinking and acting against the background of the linking of the individual specialist disciplines and the professional-technical fields of action. You initiate, control and evaluate professional and subject-specific learning processes; they should have the basics of professional and subject-related diagnostic and support skills.
Subjects
The technical competencies are ensured in the training in the dual vocational training as well as technology and trade mainly through the relevant professional practice standardized in the admission requirements. (see Annex to Section 74a, Paragraph 1, Item 4 of the 2005 Higher Education Act as amended)
Graduates should be aware of the multi-dimensional nature of the specialist sciences in the department. You will acquire knowledge, methods and skills in the parts of your subject area relevant to teaching at secondary vocational schools. This includes specialist knowledge, paradigmatic styles of thinking, the mastery of basic methods as well as an introduction to scientific theory issues in the field of dual vocational training as well as technology and trade.
Educational sciences
The University Act provides for a competency-oriented design of Bachelor and Master’s courses. Educational content that should promote general and specific pedagogical competence, diversity and gender competence, social and advisory competence and the understanding of the profession should be taken into account. These professional competences of pedagogues would have to meet scientifically founded standards, which are conveyed in the course of the training. The focus is also on the students' ability to reflect, express themselves and judge in relation to the professional-academic discourse and the public representation of their role, their subject and the school. (Braunsteiner, Schnider & Zahalka 2014; University Act 2005)
Qualifications and employability
The demand for qualified specialists in the economy and the associated challenges are indicators of the relevance and the need for qualified teachers in the respective subject bundles and occupational fields of the dual vocational training as well as technology and trade. The corresponding bachelor's degree is a university professional qualification while at the same time maintaining academic standards, which is intended to ensure employability in the sense of a generative competence to cope with changing requirements within the profession. A scientifically accentuated, competence-, diversity- and education-oriented vocational preparation should enable the graduates of the department to act in dual vocational training as well as technology and commercial competence in the profession and to act confidently towards themselves.
Completion of the bachelor's degree in the dual vocational training as well as technology and trade department qualifies and entitles to practice in the chosen subject bundle in the secondary vocational training. In addition, with the degree, the graduates acquire the right to complete a master’s degree in the field of secondary vocational education in accordance with 38 para. 1 item 3 of the 2005 Higher Education Act as amended and in accordance with the standardized admission requirements for the respective master’s degree.
Further education and training opportunities
Master of Education (MEd)
Graduates of the bachelor's programs in the secondary vocational education level are admitted to the postgraduate master's courses in the secondary vocational education level.
Extension studies for the extension of teacher training courses according to 38c HG 2005 as amended
According to § 38c and § 38d Abs. 3 HG 2005, as amended, these studies serve the purpose of expanding a teaching degree by one or more subjects, specializations, focal points, coherent subject bundles or subject bundles (the latter in the teaching degree secondary level [vocational education]). No separate curricula are to be issued for extension studies to extend a teaching degree, provided that the contents and requirements are identified in the curriculum on which the subject bundle is based (secondary level vocational training). An extension course requires a 6-semester teacher training course in vocational school pedagogy or an 8-semester teacher training course in secondary vocational education in the dual vocational training, technology and trade department. The courses are offered part-time and include a workload of 60 ECTS-Credits. With the successful completion of an additional course, the graduates are qualified for teaching in a further subject bundle. After successfully completing the advanced studies, the graduates are issued with a diploma, but neither an academic title nor an academic degree is awarded.
For example, the following extension courses are offered for the dual vocational training and technology and trade departments:
- Subject expansion at vocational schools
- Political education at vocational schools
- German and communication at vocational schools
- Job-related foreign language English at vocational schools
- Exercise and sport at vocational schools
- Information management and office processes
- Extension studies according to § 38d HG 2005 as amended for admission to the master’s degree (for graduates of bachelor’s degrees with 180 ECTS-AP in vocational school pedagogy or technical-industrial pedagogy)
reference
- ^ R. Meister: 200 years of Austrian teaching administration. Historical representation. In A. Kolbabek (Ed.), 200 years of Austrian teaching administration. Special issue - Festschrift. Austria in history and literature. 1760-1960 . Austrian Bundesverlag f. Education, Science and Art, Vienna 1960, p. 67-98 .
- ^ Regine Mathies: The professionalization of commercial vocational school teachers in Austria. A critical conceptual contribution to university didactics . ooks on Demand GmbH, Norderstedt 2012.
- ↑ a b c Mathies, R., Hotarek, I. & Resinger, P .: Curriculum Bachelor's degree, secondary level, vocational training, dual vocational training, technology and trade. Pedagogical University of Tyrol . Pedagogical University of Tyrol, Innsbruck 2018.
- ↑ a b M.-L.Braunsteiner, A. Schnider, U. Zahalka: Basics and materials for the creation of curricula. Pedagogue Education Volume 1 . Leykam Buchverlag, Graz 2014.
- ↑ a b c University Act. 2015, accessed December 11, 2019 .