Pedagogy class

from Wikipedia, the free encyclopedia

Pedagogy lessons include all subjects of the pedagogical subject group of general and vocational schools, which focus on imparting pedagogical knowledge and pedagogical education. As a consequence, pedagogy is often referred to as the educational subject, because not only pedagogical education is conveyed, but it is also made a topic and thus promotes developments that finalize the pupil's education. According to the German educationalist Erich E. Geissler , pedagogy lessons are the place where education is discussed and consequently reflected upon. In the best case scenario, the subject enables the transition to independent self-education.

Pedagogy lessons in German school forms

In Germany, the pedagogical subject group in general education ( grammar school , comprehensive school , secondary school , regular school , secondary school , regional school, secondary school , community school ) includes a. Educational science (s), educational science, educational theory, pedagogy, social pedagogy and social affairs.

In the vocational school system, pedagogical subjects in all 16 federal states under different subject names (educational science / s, social pedagogy, social and educational theory, didactics / methodology , play , care and upbringing of the child, etc.) in different school types ( technical school , vocational school , higher vocational school , Berufsgymnasium , Fachgymnasium , Fachoberschule , Berufsoberschule etc.). In the training to become an educator , pedagogy lessons play a central role in all federal states.

Pedagogy lessons in lower secondary level

Pedagogy lessons in lower secondary level are the school's specific answer to the question of how to promote self-competence in pupils.

Pedagogy lessons in secondary level I also have different names nationwide at the secondary level of general education such as B. “Education” (Hauptschule / Realschule Bayern), “Social pedagogy” (Realschule NRW), “Social affairs” (Thuringia). Measured against the educational theoretical importance of the subject, however, it does not get the attention it deserves in the timetables of many school types.

In the vocational school system (vocational college / vocational school), the pedagogical subject group in secondary level I is assigned to schools that strive for basic vocational training or that have to be promoted to start a career (career orientation year, school-age pupils without a vocational training relationship). With special consideration of the requirements of the vocational training, they have the task of conveying general and specialist learning content to the students.

According to Beyer, the increase in educational deficits is to be cited as the main reason for the expansion of pedagogy lessons into lower secondary level (pragmatic legitimation). Many parents no longer feel they are up to their task of bringing up children. Another reason is the normative disorientation of children, which can manifest itself in different forms (axiological legitimation). A third point concerns the uncritical handling of the young users with the digital media worlds (media legitimation). The job information and job preparation aspects should not be underestimated - in view of the shortage in educational or helping professions (job-specific legitimation).

On the history of the school subject

The beginnings of the teaching subject of pedagogy in Germany in the 19th century are related to the introduction of professional qualifications in many professions.

Under the influence, u. a. of Friedrich Froebel's pedagogy , the call for professionally qualified educators became louder and louder. But it was not until 1911 that “qualified pedagogy lessons for socio-educational professions (kindergarten teacher, youth leader) appeared in a state training and examination regulation ”. From this point on, the pedagogical subject group in Germany was able to acquire professional qualifications, e.g. B. by educators, establish.

The basic principle in almost all training areas is the acquisition of professionally secured pedagogical knowledge and pedagogical skills with the aim of "helping to shape present and future social reality in individual and social responsibility".

In 1908, as part of the reorganization of the girls' higher education system in Prussia, the subject of pedagogy was introduced for the first time in Germany as a general school subject by “highest decree”.

Known purely as a girls' subject until the 1960s , it was made available to boys for the first time as a result of the Saarbrücken Framework Agreement of the Conference of Ministers of Education and Cultural Affairs .

Since 1972, as part of the reform of the upper secondary school level, pedagogy has been included in the canon of elective subjects in the field of social science. Since then it can be chosen as a basic and advanced course and thus become a high school graduation subject. As for all other subjects, there is a uniform Abitur examination requirement ( EPA ) issued by the Standing Conference for Education .

Since the 1970s, school trials have also tried to teach pedagogy as a subject of lower secondary level in various types of school. These attempts were almost always successful and led to inclusion in the lesson tables under various subject names (pedagogy / social pedagogy / educational science / educational theory / social affairs etc.)

In the 1970s - 1980s, the discussion about pedagogy as a school subject within the framework of teacher training (in the vocational school system) created an unexpected dynamic, although school books for this area were in short supply. Teachers and students helped each other by making scientific (R. and A.-M. Tausch; Lotte Schenk-Danzinger ; E. Hurlock, etc.) and popular science publications on school books, which the school administration did not like everywhere. In the curriculum groups of the Kollegschulversuche in North Rhine-Westphalia (in the 1990s), teaching materials were gradually developed that were made available to the schools as course material and were considered mandatory for pedagogy classes (and related subjects: didactic methodology, games, law). The textbook for the subject group pedagogy (educational science / s, social pedagogy, etc.) was therefore only created at the end of the last century; for both the general and the vocational areas of the German school system. The textbook authors therefore still had a great influence on the didactics of pedagogy lessons - such as Heinz Dorlöchter, Gudrun Maciejewski, Edwin Stiller in the general education (high school) area with the project: Phoenix - the slightly different path to education (see below: Verlag Ferdinand Schöningh, various editions).

In the vocational school system in North Rhine-Westphalia in the 1970s, an important school experiment was started which was intended to fundamentally change vocational training - and of course also to restructure pedagogy lessons: the federal state set up cross-subject curriculum groups in the vocational school area across the country in order to establish the collegiate school . This broad-based project was scientifically supported from 1972 by the pedagogue Herwig Blankertz (University of Münster) and later by Andreas Gruschka (1990 - 1994;). During this time, however, there was also the conventional vocational training system (with the classic subject of pedagogy , in addition to didactics / methodology and games ) in North Rhine-Westphalia (in the kindergarten teacher training ), which was only reformed two decades later. New curricula for the college were written in key subjects by teacher groups at the state level (in the state institute Soest) and tested promptly. New didactic structures were developed in intensive and complex discussions and implemented in the classroom and in the internships of the students. A completely new linking of practice and theory was dared, which is still visible today. Goals were u. a. that the technical college entrance qualification and the Abitur could be obtained at vocational schools, integrated into the vocational training. At that time, such changes, even in the vocational training system, were strongly opposed by conservative teachers' associations; the students are not able to cope with the professional qualification and the Abitur, it was alleged (Association of teachers at vocational colleges in North Rhine-Westphalia (vlbs), Düsseldorf ). The school trial should last 20 years - one of the longest in German education policy. In the course of this almost grassroots reform, the previously independent subjects of pedagogy and psychology in the social pedagogical area were merged to form the subject of educational science - with content from pedagogy, psychology (especially developmental psychology and behavioral observation) and sociology in an integrated version. That means u. a .: Situations of educational practice were reflected, analyzed and evaluated with the help of educational, psychological and sociological questions (see also educators ).

meaning

The largest advocacy group for teachers who teach pedagogy and similar subjects at German schools, the Association of Pedagogy Teachers, has been criticizing for decades that there is no such thing as "comprehensive pedagogy teaching ". Among other things, the VdP says : The necessity (...) cannot be denied in view of the increasingly pressing educational tasks in many fields of society . The VdP explains why :

  1. Pedagogy classes convey knowledge that has become indispensable in the 21st century, and thus create the prerequisites for ensuring that future generations can be educated and supported.
  2. These lessons support personal development and promote the development of self-competence.
  3. The ability to reflect on learning processes acquired in class can be used to promote everyday learning processes inside and outside the school.
  4. Pedagogy lessons are able to provide support in many areas of activity: communication skills, teamwork , talent development , exploring weaknesses and strengths, finding solutions to conflicts , etc. In this way, lessons can effectively support the acquisition of control knowledge.

That is why it is one of the basic educational policy demands of the Association of Pedagogy Teachers that pedagogy lessons must be compulsory in all school types of the German school system, because pedagogical education is a necessary component of general education .

Dissemination of pedagogy teaching in Germany

In all 16 federal states, pedagogy lessons are given under various subject names with changing didactic concepts in the vocational school system.

In the course of the award of school qualifications that enable the subject-related or the general higher education entrance qualification, pedagogy lessons at vocational schools have become significantly more important; so z. B. in the context of the higher vocational school (social pedagogy) in North Rhine-Westphalia, the vocational high school in Baden-Württemberg, the technical high school for human services in Lower Saxony or the technical high schools (FOS, socio-pedagogical direction) in Bavaria pedagogy or educational science as an Abitur subject. The number of pupils in these training areas is increasing.

Pedagogy as a subject in upper secondary school is taught at general schools in Germany in the federal states of Bavaria (schools), Baden-Württemberg (a few private schools), Brandenburg, Bremen, Hamburg, Lower Saxony and North Rhine-Westphalia. In all other states educational content are affine subjects assigned to or in collection bins (. Eg Social Sciences) taught.

According to the Association of Pedagogy Teachers (VdP), around 10,000 teachers teach at all types of schools in Germany.

Education teacher training

The professional focus on social pedagogy in the various forms at vocational college / vocational school / vocational high school etc. can be studied in Germany at the universities of Dortmund, Dresden, Lüneburg and Würzburg.

The university course for general education at grammar school and comprehensive school is completed at the universities of Bielefeld, Bochum, Cologne, Münster, Paderborn, Tübingen and Wuppertal. Third-party exams are also possible at the Universities of Bochum, Paderborn and Göttingen.

Current didactic models in pedagogy lessons

The subject-didactic discussion on pedagogy teaching in Germany is dominated by five concepts:

  1. The educational theory focus (Elmar Wortmann): Wortmann's educational theory-based approach arose from curriculum considerations and the concern that the professional proprium could be lost in view of the infiltration of related subjects. In response, Wortmann tries to establish a pedagogical perspective in the didactic construction as a center, which ensures the pedagogical theming of content in pedagogy lessons. He marks upbringing and education as the central vocabulary of the subject.
  2. The pragmatic focus ( Klaus Beyer ): With Beyer's also educational theory-oriented action-propaedeutic subject didactics, the focus is on the success of educational practice as the central goal of pedagogy lessons. His aim is to promote the competence of students with regard to reasonable thinking and acting in various educational fields of action. If Beyer's early considerations (1996) are based on Brenzinka's concept of education, in his later subject didactics (2012) the concept of education is not only latently considered, but also explicated in detail.
  3. Biographical-dialogical focus (Edwin Stiller / Heinz Dorlöchter): The conception of Stiller and Dorlöchter is epistemologically based on moderate constructivism and describes itself as an ethically responsible enabling didactics . It does not want to overwhelm the reader, but rather to offer users of the Phoenix textbook the opportunity to conduct the biographical- dialogical process in pedagogy lessons. Interestingly, the textbook appeared first, for which - as a kind of teachers' book - Dialogische Fachdidaktik was published.
  4. Integrative-complementary focus ( Erich E. Geissler / Eckehardt Knöpfel ): Geißler's didactic principle is that pedagogy teaching should aim at "the transition to independent self-education" as a global objective. Education needs a systematic place where it can be themed for oneself, so that it not only remains an experience for the pupil but becomes an indispensable reflection . This introduces what education by its nature must be: free, self-responsible willingness to form oneself. These reflection phases in pedagogy lessons enable impulses that finalize education: teachers as educators and students as educators generate a complementary process that takes the latter out of the objective schooling phase and leads them to an understanding of education. As a consequence, education belongs more than any other subject to the center of general education.
  5. The professionalizing focus ( Andreas Gruschka ): Gruschka's subject didactics is designed for the vocational area; he describes "How students become educators" u. a. by reflecting on their own experiences and their actions in parenting situations. The structure was developed in the discussion about the reform of the vocational school system in North Rhine-Westphalia in the 1970s. Gruschka also checked his ideas in regular discussions with teachers in working groups who were teaching at the Kollegschule (reformed vocational school in North Rhine-Westphalia ). His study on the development of competencies and the formation of professional identity is one of the few subject-didactically profound considerations that exist for pedagogy lessons in teacher training. In 2019, Carsten Püttmann will take up these considerations and examine the connection between the two learning locations, school and practice, from a systemic-constructivist point of view. He emphasizes the particular importance of (a) the teaching principles of integral personality development, the theory-practice link and the dual mediation practice and (b) the relationships between all actors involved in the teaching-learning process. For the teaching practice, individual modules are described, of which the accompanied intervision and the practical discussion in particular set new accents for the training of educators.
  6. In 2018/19, Volker Ladenthin summarized his individual considerations on subject didactics for pedagogy lessons in two monographs. The diverse pedagogical practices, represented by teaching through examples from everyday life, form the starting point of his considerations. He describes it as an Exempla with a systematic intention. For the process of didacticization, general pedagogy is always assumed, without the concept of image-didactic thinking being used. The foundation of systematic pedagogy is educational theory , as it was laid down in the Age of Enlightenment. The central contents of the pedagogy lessons are the terms upbringing and education. When working on the teaching topics, an allocation matrix is ​​created with the following reflection terms: plasticity - validity (claim) - challenge - self-activity.

School books (selection)

Especially in the early days of education as a school subject in the 1970s, it was difficult to find suitable textbooks for students, both for general and vocational schools. Textbooks for the respective school type first had to be written. In the seventies and eighties of the last century, for example, it was customary to hand over or recommend scientific books as textbooks to educator students.

Students worked with scientific works such as: E. Hurlock: Developmental Psychology ; Schenk-Danzinger: Developmental Psychology and with corresponding works by Charlotte Bühler. The volume Educational Psychology by Anne-Marie Tausch and Reinhard Tausch was a. a. So successful because in many kindergarten classes the book was the standard textbook (to the astonishment of Reinhard Tausch himself). The book was actually intended for students.

But works from psychology were also used in the pedagogy subject group - such as Hobmair: Psychology ; Norbert Kühne: Psychology for technical schools and technical colleges (both Stam Verlag, Cologne-Porz). Books on certain topics, such as games or home education , which had not necessarily been published for school use, were also common. After that, however, there were a large number of school books for this subject, for example:

  • Wassilios E. Fthenakis & Ledig, M. & Merget, G. & Püttmann, C. & Uhlendorff, U. & Weyhe, H. (Ed.): Education as a profession. Volume 1, learning area 1-3; Volume 2 learning area 4-6. Westermann Schulbuchverlag, Braunschweig 2019, ISBN 978-3-427-12733-8 , ISBN 978-3-427-12734-5
  • Anja Berkemeier, u. a .: No kid stuff! - Educator training, volume 1, learning area 1 - 3; and volume 2, learning area 4 - 4; Westermann Schulbuchverlag; Braunschweig 2016; ISBN 978-3-14-239690-3
  • Klaus Beyer , Eckehardt Knöpfel Andreas Pfennings (ed.): Introduction to educational thinking and acting . Volumes 1 - 6, Schöningh Verlag, Paderborn (various editions)
  • Hartmut Böcher, Britta Kohlhase u. a .: Educate, educate and accompany: the textbook for educators: school volume . Bildungsverlag EINS, 2011
  • Heinz Dorlöchter, Gudrun Maciejewski, Edwin Stiller: Phoenix - the slightly different path to education, a workbook , volumes 1 - 2, Verlag Ferdinand Schöningh (various editions)
  • Andreas Gruschka u. a .: Learning from practice - workbook for training in educational professions . Cornelsen, Berlin 1995
  • Hermann Hobmair (ed.): Pedagogy, school volume, educational publisher EINS . 2016 (various editions)
  • Norbert Kühne, Helga Harder-Kühne, Hannelore Pohl: Education for technical schools . STAM Verlag, 1997
  • Norbert Kühne (ed.), Kathrin Zimmermann-Kogel (ed.): Practical book social pedagogy. Working materials and methods. Bildungsverlag EINS, 2005 (various editions), volumes 1 - 8; Bildungsverlag EINS, Cologne.
  • Karl Schilde (ed.): Pedagogical reading book . Hirschgraben Verlag Frankfurt am Main (various editions)
  • Yvonne Wagner, Norbert Kühne: Basic knowledge for initial socio-educational training, Bildungsverlag EINS, 2009

See also

literature

  • Klaus Beyer , Eckehardt Knöpfel , Christoph Storck: Pedagogical competence: The basic competence in the 21st century With a foreword by Rita Süssmuth . Hohengehren: Schneider 2002. ISBN 978-3-89676-620-5
  • Klaus Beyer: Action-Propaedeutic Pedagogy Lessons . Vol. 1. Hohengehren: Schneider 1997. (Didactica Nova. 2.) ISBN 978-3-89676-002-9
  • Klaus Beyer: Basics of didactics in pedagogy . Study texts on the didactic part of teacher training in the subject of pedagogy. Hohengehren: Schneider 2000. (Didactica Nova. 8.) ISBN 3-8340-0366-2
  • Klaus Beyer: Fachdidaktik Pedagogy and Educational Science, in: Zeitschrift für Pädagogik 47, 2001, no. 3, 313–327.
  • Bracht, U .: Social history of the teaching subject pedagogy, in: Mannzmann, A. (Ed.): History of the teaching subjects, Vol. 2: History, political education, religion, philosophy, pedagogy, Munich 1983
  • Dorlöchter, H., Maciejewski, G., Stiller, E .: Phoenix. The slightly different way to education. A workbook Volume 1, Paderborn 2000
  • Andreas Gruschka : Didactics - The cross with mediation. Eleven objections to the didactic operation . Pandora, Wetzlar 2002.
  • Hermann Hobmair: Teaching design pedagogy / psychology, Bildungsverlag EINS, Cologne 2015; ISBN 978-3-427-51025-3
  • Knöpfel, E. / Langefeld, J. / Rauch, B. (Ed.): Pedagogy lessons - a necessary contribution to school development. Hohengehren 1999. (Didactica Nova. 6).
  • Eckehardt Knöpfel : Pedagogy Lessons - Stiefkind der Erziehungswissenschaft ?, in: Erziehungswissenschaft 10th year 1999, issue 19, pp. 5–10
  • Knöpfel, E .: Learning target human competence - pedagogy lessons in secondary level I, in: Zeitschrift für Pädagogik 47th vol. 2001, issue 3, pp. 329–342
  • Knöpfel, E. (Ed.): Didactica Nova. Work on didactics and methodology of pedagogical teaching, Schneider-Verlag Hohengehren 1997ff (15 volumes so far, from volume 14 together with Christoph Storck)
  • Knöpfel, E .: Pedagogy Lessons - Stepchild of Educational Science ?, in Educational Science. 10th year 1999 issue 19, pp. 5–10
  • Knöpfel, E .: Pedagogy lessons as an answer to the challenges of postmodernism, in Beyer, K .: Basics of Subject Didactics Pedagogy. Study texts on the didactic part of teacher training in the subject of pedagogy. Hohengehren 2000, pp. 54-57. (Didactica Nova. 8)
  • Knöpfel, E .: Learning target human competence: Pedagogy lessons in lower secondary level, in ZfP, 47th year 2001, no. 3, pp. 329–342
  • Ladenthin, Volker: Didactics and methodology of pedagogy lessons. A foundation. Munster-New York 2018
  • Ladenthin, Volker: teaching pedagogy. Baltmannsweiler. With a contribution from Ingbert von Martial. Hohengehren 2019
  • Ladenthin, V .: Didactics and methodology of pedagogy teaching. A foundation, Waxmann Verlag, Münster 2018 = Didactics of Pedagogy, Volume 4
  • Ladenthin, V .: Teaching Pedagogy, Schneider Verlag, Hohengehren 2019 = Didactica Nova Volume 28
  • Bettina Menn: Pedagogy Lessons in Secondary Level I (Didactica Nova Volume 15), Schneider-Verlag, Hohengehren 2005, ISBN 3-89676-999-5 Storck, Christoph / Wortmann, Elmar (ed.): 40 ideas for pedagogy lessons (Didactica Nova , Volume 16), Schneider-Verlag, Hohengehren 2005, ISBN 3-8340-0310-7 .
  • Ministry for Schools and Further Education of the State of North Rhine-Westphalia (Hg.): Core curriculum for upper secondary school / comprehensive school. Düsseldorf 2013
  • Ministry for Schools and Further Education of the State of North Rhine-Westphalia (ed.): Secondary level I - Gymnasium - guidelines and curricula for educational science, Düsseldorf 1997
  • Secretariat of the Standing Conference of Education Ministers of the Federal Republic of Germany (ed.): Uniform examination requirements in the Abitur examination in pedagogy, resolution of December 1, 1989, Neuwied 1991
  • Association of Pedagogy Teachers (Hg): Pedagogy Lessons. The trade journal for the pedagogical subject group, 28th vol. Issue 2/3 - August 2008 "100 Years of Pedagogy Lessons in Germany"
  • Wierichs, G .: Pedagogy Lessons, in: Hierdeis, H. / Hug, T. (Ed.): Taschenbuch der Pädagogik 1997, Volume 4, pp. 1161–1174
  • Jörn Schützenmeister, Elmar Wortmann: The pedagogical perspective and the pedagogical profiling of pedagogy lessons , in: Rainer Bole / Jörn Schützenmeister (ed.): The pedagogical perspective. Impetus for determining pedagogical education and for profiling pedagogical teaching (Didactica Nova Volume 22), Hohengehren 2014.
  • Pedagogy class (magazine)

Individual evidence

  1. ↑ G. Wierichs: Pedagogy Lessons . In: H. Hierdeis / T. Hug (ed.): Taschenbuch der Pädagogik 1997 , Volume 4, S. 1161 ff.
  2. ↑ Erich E. Geißler's integrative-educational subject didactics of pedagogy lessons. Part 2, Presentation - Criticism - Classification (Didactica Nova, Volume 21), Schneider-Verlag, Hohengehren 2013, ISBN 978-3-8340-1220-3 , p. 112
  3. ↑ Sek I or SI abbreviated
  4. ↑ Beyer, K .: Theses on the introduction of pedagogy lessons at lower secondary level . First part: In: Pädagogikunterricht 12, 1992, H. 2/3, 38-52; Second part: In: Pedagogy Lessons 12, 1992, no. 4, 41-64
  5. ↑ G. Wierichs: Pedagogy Lessons . In: H. Hierdeis / T. Hug (ed.): Taschenbuch der Pädagogik 1997 , Volume 4, pp. 1161–1174
  6. ↑ G. Wierichs: Pedagogy Lessons . In: H. Hierdeis / T. Hug (ed.): Taschenbuch der Pädagogik 1997, Volume 4, pp. 1161–1174.
  7. ↑ E. Knöpfel: professional competence-social competence-self-competence. The subject of education as an opportunity for general schools. in: German teacher newspaper 16/95/1995, p. 12.
  8. ↑ Exchange / Exchange: Educational Psychology; Schenk-Danzinger: Developmental Psychology; Elizabeth Hurlock: Developmental Psychology
  9. ↑ called ÜFG = national specialist group for educational sciences, as an example; Educational sciences because contents from psychology, pedagogy, sociology have been integrated with one another
  10. ↑ at that time focus 15; Education and Social
  11. ↑ then University of Münster; later University of Frankfurt / Main; meanwhile retired
  12. ↑ see Uwe Knüpfer: Tug of war without end. In: The time . January 3, 1986, p. 5 , accessed on February 3, 2020 (article is divided into five pages).
  13. ↑ at that time focus 15
  14. ^ State Parliament of North Rhine-Westphalia, the first model of a vocational college in the Federal Republic will be implemented in North Rhine-Westphalia this year. Plenary report accessed on February 11, 2019
  15. ↑ Andreas Gruschka: How students become educators. Study on competence development and professional identity formation in a dual qualification course of the collegiate school experiment NW. Wetzlar 1985
  16. ↑ Eckehardt Knöpfel : Comments on the necessity of pedagogy lessons, in: Georg Gutheil (Hrsg.), Peter Opora (Hrsg.): Perspektiven des Pädagogikunterrichts, Schneider Verlag Hohengehren, Baltmannsweiler 2004; P. 2
  17. ↑ a b c vdp.org , accessed February 4, 2019
  18. ↑ different examination regulations of the universities
  19. ^ With Klaus Beyer and Elmar Wortmann: Fachdidaktik Pädagogik. Current Concepts - Positions - Controversies (Didactica Nova, Volume 26), Schneider-Verlag, Hohengehren 2018, ISBN 978-3-8340-1862-5
  20. ↑ Beyer, K .: Pragmatische Fachdidaktik Pädagogik, 10 related studies (Didactica Nova Vol. 19), Hohengehren 2012
  21. ↑ Heinz Dorlöchter, Gudrun Maciejewski, Edwin Stiller: Dialogic Fachdidaktik education. New didactic and methodological impulses for pedagogy lessons, Bildungshaus Schulbuchverlage, 2017
  22. ↑ Erich E. Geißler's integrative-educational subject didactics of pedagogy lessons. Part 2, Presentation - Criticism - Classification (Didactica Nova, Volume 21), Schneider-Verlag, Hohengehren 2013, ISBN 978-3-8340-1220-3
  23. ^ Geissler, p. 112
  24. ^ Geissler, p. 113
  25. ↑ How students become educators. Study on competence development and professional identity formation in a dual qualification course of the collegiate school experiment NW. Wetzlar 1985.
  26. ↑ Carsten Püttmann: Theory and practice of an evolutionary teaching-learning process design in the technical school for social education . ISBN 978-3-8340-1971-4 .
  27. ↑ Ladenthin, 2018 and 2019
  28. ↑ The then Stam Verlag (then Bildungsverlag EINS and then Westermann) delivered most of the textbooks for the vocational field in the German-speaking area in the course of the 70s and 80s
  29. ↑ Education as a Profession . ISBN 978-3-427-12733-8 .
  30. ↑ Education as a Profession . ISBN 978-3-427-12734-5 .