Courses
Faculty of Teacher Education
Bachelor Secondary School Teacher Training Programme (General Education) according to the curriculum 2015 (240 ECTS-Credits, 8 semesters)
Compulsory Modules (100 ECTS-Credits)
Compulsory Module 11: Practically Relevant Aspects in German Language Education (5 ECTS-Credits, 4 h)
Prerequisites for registration: successful completion of Compulsory Module 4
Learning Outcome: Knowledge of course catalogues and competence guidelines, evaluation criteria and grids for teaching German; competence to reflect reading and writing processes of pupils in their development; gaining safety in writing arrangements (and corresponding learning possibilities); knowledge of current studies on reading behaviour of children and youths, ability to promote reading and writing competences and reading motivation as well as the diagnosis of reading and writing weaknesses and appropriate compensation strategies.
INFO
Subject German (Pädagogische Hochschule Vorarlberg)
Compulsory Modules (100 ECTS-Credits)
Compulsory Module 11: Practically Relevant Aspects in German Language Education (5 ECTS-Credits, 4 h)
Prerequisites for registration: successful completion of Compulsory Module 4
Learning Outcome: Knowledge of course catalogues and competence guidelines, evaluation criteria and grids for teaching German; competence to reflect reading and writing processes of pupils in their development; gaining safety in writing arrangements (and corresponding learning possibilities); knowledge of current studies on reading behaviour of children and youths, ability to promote reading and writing competences and reading motivation as well as the diagnosis of reading and writing weaknesses and appropriate compensation strategies.
Master's Programme Secondary School Teacher Training (General Education) according to the curriculum 2018 (120 ECTS-Credits, 4 semesters)
Compulsory Modules (25 ECTS-Credits)
Compulsory Module 4: Subject-Specific Education (5 ECTS-Credits; 2 h)
Prerequisites for registration: none
Learning Outcome: Ability to work on and critically reflect on subject didactics in the context of current theory formation and methodology; competence to apply this knowledge on an actual subject-didactic issue.