Projektart: Gefördertes Projekt
Beschreibung / Inhalte
Die Schwierigkeiten für Behinderte im dualen Ausbildungssystem sollen durch eine enge Verzahnung der Ausbildung von Werkstatt und Berufsschulen abgebaut werden.
Dazu wurde neben einer organisatorischen Umschulung ein Modell eines praxisintegrierten Unterrichts entwickelt, implementiert und evaluiert.
Dazu wurde neben einer organisatorischen Umschulung ein Modell eines praxisintegrierten Unterrichts entwickelt, implementiert und evaluiert.
Methoden:
Systematische Beobachtung, Videoanalyse, Befragung, Inhaltsanalyse, Aktenanalyse, Zeugnis- und Abschlussvergleiche.
Projektbeschreibung von Projektverantwortlichen übernommen.
Beginn:
01.01.1995
Abschluss:
31.12.2002
Fördernummer:
BMA V b 4 - 58 663 - 6/45
Kostenträger:
- Bundesministerium für Arbeit und Sozialordnung - BMA (jetzt: BMAS)
- Bundesanstalt für Arbeit (jetzt: Bundesagentur für Arbeit)
Projektleitung:
- Mutzeck, Wolfgang, Prof. Dr. (verstorben)
Mitarbeitende:
- Richter, Hans-Joachim, Dr. |
- Stein, A., Dr.
Institutionen:
Universität Leipzig
Institut für Förderpädagogik
Marschnerstr. 29-31
04109 Leipzig
Berufsbildungswerk Leipzig für Hör- und
Sprachgeschädigte gGmbH
Dr. Richter
Knautnaundorfer Str. 4
04249 Leipzig
E-Mail:
info@bbw-leipzig.de
Homepage:
https://www.bbw-leipzig.de
Martin, D. (1996): Praxisintegrierter Unterricht - Modellprojekt für Hörgeschädigte im BBW Leipzig. Berufliche Rehabilitation, 10, 117-122
Mutzeck, W., Richter, H.J., Stein, H. (1996):
Zur Konzeption der wissenschaftlichen Begleitung des Modellversuches "Praxisintegrierter Unterricht". Berufliche Rehabilitation, 10, 123-129
Seeber, H. (1996): Die Umsetzung der Konzeption. Berufliche Rehabilitation, 10, 129-133
Richter, H.J. (1996): Derzeitiger Ist-Stand und Ausblicke des Modellversuchs. Berufliche Rehabilitation, 10, 134-136
Mutzeck, W., Richter, H.J., Stein, H. (1998): Videogestützte kooperative Praxisbegleitung. Berufliche Rehabilitation 12, 1/1998 S. 2-15
Richter, H.J. (2002): Praxisintegrierter Unterricht.
Mutzeck, W., Richter, H.J., Stein, H. (1996):
Zur Konzeption der wissenschaftlichen Begleitung des Modellversuches "Praxisintegrierter Unterricht". Berufliche Rehabilitation, 10, 123-129
Seeber, H. (1996): Die Umsetzung der Konzeption. Berufliche Rehabilitation, 10, 129-133
Richter, H.J. (1996): Derzeitiger Ist-Stand und Ausblicke des Modellversuchs. Berufliche Rehabilitation, 10, 134-136
Mutzeck, W., Richter, H.J., Stein, H. (1998): Videogestützte kooperative Praxisbegleitung. Berufliche Rehabilitation 12, 1/1998 S. 2-15
Richter, H.J. (2002): Praxisintegrierter Unterricht.
Integrating theory and practical instruction - a model for the vocational training of auditory disabled by the "Berufsbildungswerk Leipzig" (vocational training centre)Leipzig)
An integrated model for vocational training of auditory disabled is developed. Following a combined curriculum for both theory and practical instruction, substantial part of the technical course work is embedded in practical training. The model is based on the theoretical approach of action learning. A model experiment at the Berufsbildungswerk Leipzig will implement and evaluate this concept in the fields of metalworking and textileworking.
Characteristics are:
- The acquiring of specialist knowledge should permanently accompany the practical training and not as up till now follow on divided up into subjects.
- The acquiring of specialist knowledge occurs in very small lessons directly connected to the events of the training.
- The acquiring of specialist knowledge is not linked to set periods of time, it follows basically directly linked to the practical events.
- Introduction into the specialist jargon takes place permanently during the practical training in sign language, phonetic speech and writing.
- The hearing impaired will be drawn into the shared responsibility and organisation of the training events far more than previously. Each pupil will largely determine the pace of his learning progress. He can ask
to be tested at any time on single subjects in practice and theory.
- Three trainers and one vocational educationalist make up one training team and they together are responsible for the education and instruction of training groups of about 6 pupils.
- The usual principle, to proceed with a complete training year according to a set plan at the same pace, is abandoned. In place of this is the principle of individualisation of instruction and task setting.
Expectations from the project
- An altogether large improvement in the training success is expected
- The training should basically take place in so-called full vocations; the number of vocations with limited demands according to § 48 BBiG or § 42 HwO resp. (German Vocational training Law) should decrease.
The planned application of this holistic training method should overcome the main shortcomings of the dual vocational training methods. The results of this pilot project could if needed, also find application in the vocational training of the disabled in other vocational training centres.
Characteristics are:
- The acquiring of specialist knowledge should permanently accompany the practical training and not as up till now follow on divided up into subjects.
- The acquiring of specialist knowledge occurs in very small lessons directly connected to the events of the training.
- The acquiring of specialist knowledge is not linked to set periods of time, it follows basically directly linked to the practical events.
- Introduction into the specialist jargon takes place permanently during the practical training in sign language, phonetic speech and writing.
- The hearing impaired will be drawn into the shared responsibility and organisation of the training events far more than previously. Each pupil will largely determine the pace of his learning progress. He can ask
to be tested at any time on single subjects in practice and theory.
- Three trainers and one vocational educationalist make up one training team and they together are responsible for the education and instruction of training groups of about 6 pupils.
- The usual principle, to proceed with a complete training year according to a set plan at the same pace, is abandoned. In place of this is the principle of individualisation of instruction and task setting.
Expectations from the project
- An altogether large improvement in the training success is expected
- The training should basically take place in so-called full vocations; the number of vocations with limited demands according to § 48 BBiG or § 42 HwO resp. (German Vocational training Law) should decrease.
The planned application of this holistic training method should overcome the main shortcomings of the dual vocational training methods. The results of this pilot project could if needed, also find application in the vocational training of the disabled in other vocational training centres.
Referenznummer:
R/FO1829
Informationsstand: 03.11.2022