Methodological competence

Methodological competence comprises the skills and abilities that are required to gather information, in particular to acquire and utilize specialist knowledge, and generally to solve problems in a goal-oriented manner, especially by making decisions and setting priorities. It is necessary for the development and successful application of professional competence . It is therefore a competence that develops competencies - a key qualification or competence. In detail one understands it z. B .:

• the ability to obtain, structure, edit, store, reuse and present information;
• the ability to interpret the results of processing processes correctly and to present them in a suitable form;
• the ability to use problem-solving techniques;
• the ability to design problem-solving processes, e.g. B. in project management .

Methodological expertise is no longer seen as its own sphere of competence, rather than cross-sectional competence and thus part of the other areas of expertise, so in GQF 2011 and it is "an intrinsic part of the professional competence , personal competence and social competence viewed."

criticism

Against the strong emphasis on methodological competence in educational planning in recent years, it is argued that it leads to the neglect of teaching specialist content in the classroom; technical knowledge loses its value “in itself”. On the other hand, the attitude prevails to treat methodology (pedagogy) and specialist content in an integrated manner. The Realschule Enger presented a consistent implementation of this concept with its teaching materials published in 2001.

Methodological competence of the teachers as part of the didactics

In didactics , methodological competence describes the ability of the teacher to select and apply those teaching methods when planning and organizing a learning process that create the optimal conditions for the learner to encounter the subject . In this sense, methodological competence is closely linked to the content to be conveyed; for it consists precisely in choosing and applying the method appropriate to the subject in question. In company-based vocational training, the four-stage method is usually used.

See also

• Visual education

literature

• Hartmut von Hentig: Introduction to the 2004 Education Plan (Baden-Württemberg 2004; PDF; 216 kB).
• Thomas Krüger, Siegfried Schiele u. a .: Method training I for political education. Bonn 2006 ( Federal Agency for Political Education ).
• Horst Küppers, Hermann Schulz, Peter Thiesen: Errweg learning field conception in the teacher training. In: small & large vol. 12, 2014, Verlag Oldenbourg, Munich 2014.
• Elisabeth Bonsen, Gerhard Hey: Competence-Oriented Learning in Latin Classes (PDF; 98 kB).
• Peter O. Chott: Learn to learn - teach to learn. Mathematical promotion of methodological skills in school. Schuch-Verlag, Weiden 2001.

Individual evidence

1. ↑ German Qualifications Framework for Lifelong Learning (DQR) , adopted on March 22, 2011.
2. ↑ Handout for the development of framework curricula for the Conference of Ministers of Education for job-related teaching in vocational schools and their coordination with federal training regulations for recognized training professions. September 23, 2011. p. 15 - PDF file ( Memento of the original from July 29, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. 
3. ↑ Realschule Enger: Learning Competence I - Building Blocks for Independent Learning 6. – 7. School year. With CD-ROM. Berlin 2001, and learning competence II - modules for independent learning 7. – 9. School year. With CD-ROM. Berlin 2001