From TPACK to N-TPACK framework for vocational education and training with a focus on nutritional science and home economics

Context: In Germany, vocational education and training (VET) plays a key role in the transition from school to working life. Due to its proximity to the labour market and an increasingly digitised, connected world, the professional knowledge requirements of VET teachers are changing and an adjustment of competence frameworks for vocational teachers is needed. Approach: Since its introduction, the TPACK (Technological Pedagogical And Content Knowledge) framework of Shulman and Mishra and Koehler has been repeatedly used in the international research discourse as a framework for capturing teachers\u27 professional knowledge. Given the infrequent reference to TPACK in the field of vocational education and training (VET), this theoretical article aims to adapt the TPACK framework for VET teachers. A literature review revealed the importance of developing an adapted TPACK framework that takes into account the peculiarities of the German vocational school system as well as the non technical personal service sector. Based on this research gap, an appropriately adapted TPACK framework was developed. The focus of this article lies on VET of nutritional science and home economics. Findings: After considering and analysing the requirements of the VET system in Germany in the context of digitalisation, it is suggested to adapt and enlarge the existing TPACK framework, thus creating an N-TPACK framework, taking into account "Networking and Collaborative Knowledge (NK)" as an aspect of essential VET teachers\u27 professional knowledge. Conclusion: The present theoretical article considers the research desideratum of extending the TPACK framework by developing a theoretical N-TPACK framework as well as examining and discussing the various knowledge areas. Building on this theoretical article, a survey of the current status quo of these professional knowledge areas among (prospective) VET teachers in the subject area of nutrition and home economics is necessary, in order to provide orientation and to be able to derive recommended actions for an up-to-date and forward looking teacher education and training. (DIPF/Orig.

Sprachsensibler Fachunterricht im Berufsfeld Ernährung und Hauswirtschaft

Die Diversität der Lernenden an beruflichen Schulen steigt weiter an. Die Aufgabe der Lehrkräfte ist es, der fachlichen und sprachlichen Heterogenität der Schülerinnen und Schüler durch geeignete Unterrichtsgestaltung zu begegnen. Eine Möglichkeit bietet der sprachsensible Fachunterricht, der das Fach-, Sprach- und Fremdsprachenlernen vereint. Dieser Beitrag zeigt die Umsetzung einer sprachsensiblen und binnendifferenzierten Unterrichtseinheit an beruflichen Schulen im Bereich Ernährung und Hauswirtschaft. Ausgehend von den Ergebnissen wird die Empfehlung einer berufsbezogenen Handlungssituation gegeben, die die Teilnehmerorientierung ermöglicht und die Kompetenzförderung durch den Einsatz sprachsensibler Methoden unterstützt

Tablets in der Berufsschule. Stärkung der Medienkompetenz – Erstellung von Kurzvideos als sprachliches Handlungsprodukt

Die sprachsensible und binnendifferenzierte Unterrichtsgestaltung fördert jeden Lernenden individuell. Eine berufsrelevante Handlungssituation fordert die Teilnehmer auf, ein Unterrichtsvideo zum Thema Hygiene zu erstellen. Das selbstgedrehte Video als sprachliches Handlungsprodukt stärkt fachliche, methodische sowie sprachliche Kompetenzen. Der Tableteinsatz unterstützt die Medienkompetenz der Lernenden. (DIPF/Orig.

Einstellung, Bedenken und Selbstwirksamkeitserwartung von Lehramtsstudierenden zur schulischen Inklusion

In diesem technischen Bericht werden die Trennschärfe und der Cronbach‘s alpha der Skalen AIS, ITICS, CIES, TEIP und IPRS von zwei Erhebungen an der Technischen Universität Dortmund und der Technischen Universität München dargestellt. Die Reliabilitätsanalysen ergeben zufriedenstellende Werte für die einzelnen Skalen. Zu Beginn des Berichts werden die Stichproben und Datenerhebungen beschrieben. Anschließend folgen die technischen Daten der Skalen und die deutsche Fassung der Items sowie die englischen Originalversionen. Nach der Analyse der Skalen folgt der Originalfragebogen, der zur Datenerfassung an der TU Dortmund verwendet wurde

Sprachsensibler Fachunterricht im Berufsfeld Ernährung und Hauswirtschaft

Die Diversität der Lernenden an beruflichen Schulen steigt weiter an. Die Aufgabe der Lehrkräfte ist es, der fachlichen und sprachlichen Heterogenität der Schülerinnen und Schüler durch geeignete Unterrichtsgestaltung zu begegnen. Eine Möglichkeit bietet der sprachsensible Fachunterricht, der das Fach-, Sprach- und Fremdsprachenlernen vereint. Dieser Beitrag zeigt die Umsetzung einer sprachsensiblen und binnendifferenzierten Unterrichtseinheit an beruflichen Schulen im Bereich Ernährung und Hauswirtschaft. Ausgehend von den Ergebnissen wird die Empfehlung einer berufsbezogenen Handlungssituation gegeben, die die Teilnehmerorientierung ermöglicht und die Kompetenzförderung durch den Einsatz sprachsensibler Methoden unterstützt.The diversity of students in vocational schools is rising. It is teacher’s duty to counter the content-specific as well as the lingual diversity of students by using appropriate teaching structures. The speech-sensitive content-specific subject teaching provides the possibility to combine the subject learning with lingual and foreign language learning. This article shows the realisation of a speech-sensitive and internal differentiated teaching unit for vocational schools in the field of nutrition and home economic science. Based on the results, there will be given recommendations for a vocational action situation that affords the participant-orientation and the competence promotion by using speech-sensitive methods

EXPERIENCES THAT SHAPE THE DEVELOPMENT OF INCLUSIVE INSTRUCTION IN PRESERVICE TEACHERS: AN INTERNATIONAL COMPARISON

Preservice teacher education programs are vital in teachers’ development of instructional practices for inclusive classrooms. In previous research, preservice teachers in Canada had higher scores on measures of experience with people with disabilities when compared to those in Germany. The current study investigated the proposition that differences existed because of experiences of inclusion in the respective countries. Participants were 18 Canadian preservice teachers from faculties of education in Ontario, Canada and 29 German preservice teachers from a Bavarian university. A Group Concept Mapping (GCM) technique was employed. Both groups identified Practicum Experiences, Education Program, Past Jobs, and Personal Life Experiences as contributing to the development of their inclusive practice. Only the Canadian sample identified Mentoring Relationships and Professional Development. Differences and similarities in teacher education programs are highlighted as possible contributors to the differences in Canadian and German preservice teachers’ perceptions of experiences useful for shaping their instructional practice.  Article visualizations

Assessment of the professional knowledge of prospective vocational school teachers in the vocational field of nutrition and home economics. An adaptation of the TPACK model

Lehrkräfteprofessionalität bildet sich in Fachwissen, fachdidaktischem Wissen, pädagogischem Wissen und technologischem Wissen ab. Modelle, die die Komplexität des Professionswissens darstellen, sind an die spezifischen Anforderungen des Unterrichtsgeschehens von Lehrkräften anzupassen. Dieser Artikel adaptiert das eingeführte TPACK Modell für das Berufsfeld Ernährung und Hauswirtschaft und stellt erste Ergebnisse einer Studie vor. (DIPF/Orig.)Teacher professionalism is represented in content knowledge, subject didactic knowledge, pedagogical knowledge and technological knowledge. Models illustrating the complexity of professional knowledge have to be adapted to the specific requirements of teachers\u27 teaching activities. This article adapts the established TPACK model for the vocational field of nutrition and home economics and presents the first results of a study. (DIPF/Orig.

Inclusion and Digitisation in Teacher Education

Inklusion ist die Aufgabe aller Lehrkräfte. Eine inklusionsdidaktische Lehrveranstaltung begünstigt, basierend auf Forschungsergebnissen und im Hinblick auf die Herausforderungen der schulischen Praxis, die professionelle Handlungskompetenz angehender Lehrkräfte. Das Lehrkonzept berücksichtigt die bisher wenig beforschte Inklusion am Gymnasium mit einer inklusionsdidaktischen Lehrveranstaltung für Masterstudierende des gymnasialen Lehramts im Fach Biologie. Im Lehrkonzept werden die beiden Querschnittsthemen Inklusion und Digitalisierung verknüpft und damit die Professionalisierung gefördert. Ziel ist die Kompetenzförderung Studierender, inklusiv unter dem Einsatz digitaler Medien zu unterrichten und ihre Einstellung und Selbstwirksamkeitserwartung im inklusiven Kontext zu steigern.Inclusion is the task of all teachers. Based on research results and regarding the challenges of school practice, an inclusive didactic lecture promotes the professional competence of prospective teachers. The teaching concept considers the so far hardly researched Inclusion at the Gymnasium with an inclusive didactic lecture for secondary school master students with a major in biology. The teaching concept connects the two cross-disciplinary topics of inclusion and digitisation and fosters the professionalization. The aim is to support students in their competences in inclusive teaching using digital media and to increase their selfefficacy in an inclusive context

From TPACK to N-TPACK Framework for Vocational Education and Training With a Focus on Nutritional Science and Home Economics

Context: In Germany, vocational education and training (VET) plays a key role in the transition from school to working life. Due to its proximity to the labour market and an increasingly digitised, connected world, the professional knowledge requirements of VET teachers are changing and an adjustment of competence frameworks for vocational teachers is needed.  Approach: Since its introduction, the TPACK (Technological Pedagogical And Content Knowledge) framework of Shulman and Mishra and Koehler has been repeatedly used in the international research discourse as a framework for capturing teachers' professional knowledge. Given the infrequent reference to TPACK in the field of vocational education and training (VET), this theoretical article aims to adapt the TPACK framework for VET teachers. A literature review revealed the importance of developing an adapted TPACK framework that takes into account the peculiarities of the German vocational school system as well as the non technical personal service sector. Based on this research gap, an appropriately adapted TPACK framework was developed. The focus of this article lies on VET of nutritional science and home economics.  Findings: After considering and analysing the requirements of the VET system in Germany in the context of digitalisation, it is suggested to adapt and enlarge the existing TPACK framework, thus creating an N-TPACK framework, taking into account "Networking and Collaborative Knowledge (NK)" as an aspect of essential VET teachers' professional knowledge.  Conclusion: The present theoretical article considers the research desideratum of extending the TPACK framework by developing a theoretical N-TPACK framework as well as examining and discussing the various knowledge areas. Building on this theoretical article, a survey of the current status quo of these professional knowledge areas among (prospective) VET teachers in the subject area of nutrition and home economics is necessary, in order to provide orientation and to be able to derive recommended actions for an up-to-date and forward looking teacher education and training.