Verbesserung der Unterrichtsmethoden für berufsori..
Verbesserung der Unterrichtsmethoden für berufsorientierten Unterricht und Optimierung der Bedingungen zur Inklusion im Rahmen der Internationalisierung
Start date: Jun 1, 2015,
End date: May 31, 2016
Our intention is it to send one appointed teacher to Norway to the Dronning Mauds Minne Hochschule, a college of higher education. The stay should be a combination of observing by sitting in various classes and giving lectures. The main focus will lie on how the inclusion of people with special needs is implemented into every-day life, and with which methods this is done. Depending on the stage of development an international pool of methods should be gathered.
At the Elisabeth-Selbert-Schule (ESS) our Norway appointee is responsible for the education of the students, who plan on becoming social assistants and nursery nurses.
Additionally, she is in charge for the section “development of school lessons” and a working group that combines theory and practical work with co-operating institutions.
A further teacher should be send to Bath, England, to attend an advanced intercultural competence course, to improve intercultural skills and methods. At the ESS she is responsible for carrying out the preparatory intercultural courses that every student, who goes abroad, has to attend.
Another teacher should be send to Graz, Austria, to visit the Fachschule St. Martin. Here the domestic science and “caring for people” are centre of attention, again, with the aim of including people with special needs at the ESS. This teacher is mainly responsible for the practical work in the domestic- and caring section at our school. Moreover, as an equal rights representative she is interested in intercultural and international exchanges in general.
At last the head teacher and the EU- coordinator should be send to language courses in England, to assure a higher quality of communication. In this way the all steps of the mobility project, including the development of standards and the international expansion, are optimised.
Handling language barriers is also an essential factor when it comes to inclusive education. E.g. students, who have migratory background or those, who have restrictions in any other way. After a stay abroad the perspective is expanded, the contents of lessons and the methods of education can be critically reflected and adjusted. Being a foreigner in another country enhances the capability for empathy because oneself is in the position of being a minority.
The mobility project in general should be optimised by including new knowledge and skills, which are acquired during the stay abroad by all teachers involved in lectures, courses and sit-ins. The extension of the contacts abroad lead to solidarity on a European level, the teachers involved improve their language skills, cultural diversity can be detected, compared and reflected in a foreign environment.
But most important pedagogical approaches and distinctive ways of developing lessons can be contrasted within different external conditions. Every teacher can draw conclusions out of the stay abroad and the ESS and the colleagues can only profit from such a diversity.
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