LFU:online

Students are familiar with the current competence discourses and educational standards.
They are able to observe, perceive, diagnose and reflect on the teaching and learning situation.
They are able to plan, design and lead pedagogical, didactic and methodical teaching assignments.
They understand their own lectures as well as foreign performances retrospectively to analyze, diagnose and draw conclusions.

Practical experience in upper secondary schools (age range 14-19) through observation, planning, implementation and reflection of Islamic religious education; if possible participation in projects, conferences, professional meetings and other school events.
- Insights into the educational context of the school and the context of the IRU
- Observations: Learning by observing and reflecting
- Teaching: Independent teaching of individual lessons, as well as joint team lessons with colleagues.
- Planning and reflection of individual lessons
- Planning and preparation of the matriculation examination in collaboration with the Community of the IRL
- Reflection discussions with accompanying teachers as well as with colleagues within the framework of the university PR course
- Documentation of the entire internship

Lecture, discussion, presentation

Written

Bürig-Heinze, Susanne: Anforderungssituationen im kompetenzorientierten Religionsunterricht 20 Beispiele: [E-Book inklusive] 2014

Obst, Gabriele: Kompetenzorientiertes Lehren und Lernen im Religionsunterricht 2010

Jendorff, Bernhard: ‚Lernerfolgskontrolle und Leistungsmessung‘, in: Gottfried Bitter/Rudolf

Englert/Gabriele Miller u. a. (Hg.): Neues Handbuch religionspädagogischer Grundbegriffe, München 2002, S. 468–472