The observations and experiences after many years of part-time course work in the field of special education at various universities in Germany are the following:
Students expect while offering theoretical reflection backgrounds and experience-saturated action guidelines for their future practice, especially if they want to be a teacher or teachers. You want a seamless networking and content matching of first and second training phase. Higher education, and teaching are often experienced as something separate, barely related to each other participating. To be particularly convincing on the part of students, those lecturers and teachers learn that their own by accumulating Practical experience in diverse school contexts, learning projects, etc., and also through scientific review, evaluation, and in larger contexts-points of these practical experiences are reported.
pure ivory tower theory, especially if it is only annoying appendage to a clear preference for the research-teaching staff is experienced by the students rarely as consciousness-forming, influential person, action or practical relevance. This is also not when the research results are published in prestigious journals or presented at relevant scientific meetings for a select audience. Are the students in the teaching-learning concept High school teachers as individuals who respect, interest and appreciation is not placed, not before, this means not only a loss on personal and social development opportunities, but also a reduction in efficiency in terms of socially applied resources, by the public-funded staff and technical resources . Seminar teaching is often used in the present or in representation of scientific theories, models of action, approaches, etc., by student presentations, often from the audience will be perceived as "soporific."
be desired, however, active and vibrant teachers and professors, the content network, question, help classify. Although this is done in batches in connection to the classical student speech. The phase of the student contribution is experienced but often too long and tiring.
University Teaching, the more changes the methods and varied, as a living and learning effect of her intense and lasting experience. For seminars in the field of integration and special education, generally, the education and training of, this means that a mixture of case discussions, short theoretical inputs and practical exercises, short PowerPoint recordings, charts on overhead slides, film clips, visual presentations, open and is implemented highly structured discussions or the collection of personal opinions, expectations and perceptions of students in the seminar.
Some seminar might be possible to develop more as a kind of research colloquium. Even first-year students can read before the seminar or parallel texts and on the basis of these texts develop questions. What remains unclear? Where are the contradictions? What do I know? What's new? That would be more than simply refer to sources known to the teacher or a small group of well-founded and, most of the students but receives only a very selective of the content contained in the text to hear. Real thought processes be hardly excited.
The one aspect that is more variety and range of variation in the academic teaching methods. The other aspect is just in the teacher training courses the credibility of the lecturers and teachers with regard to a meaningful reference in each of the developed theory to relevant practice. In other words, they really know what they're talking? Are not mediated primarily idealized models and markets, which are broken in the latest educational practices and undermined by many factors and soggy? Only this broken-If this does not shatter the object of reflection of the high school courses because the university teachers hardly or never real teaching-learning contexts expose. Their teaching and research, it probably would get well, because they came quickly to many new questions, issues and problems. Medical student who only wants to "hear" still with professors who have treated patients for years no more? Why is this in high school teachers, the teachers and teacher training, really different?
Another aspect not to be underestimated in the perceptions of students, the ability to relate to their teachers. How real, authentic, dialogic, accepting and appreciative able to communicate this? As they make contact with the students? Are they capable of learning at professional and personal level to trigger? If the university teachers themselves, "personalities"? Live the front of what should practice sitting in the seminar students later on in the schools? And the good relationship situation in the seminar also used to output content to inspire, to bring the students to personal excellence?
high school teachers must therefore not only have technical knowledge but also have a high degree of personal development and relationship skills. The question is whether recruitment and appointment procedures take this into account in the present already sufficient. What is your experience, without this should appear in place specific names or places? What would be even more important in this context from the perspective of students or professors and teachers?
