Digitale Welten – Unterricht 4.0 in der beruflichen Fachrichtung Ernährung und Hauswirtschaft

Abstract

Die Medienbildung ist eine integrale Querschnittsaufgabe für alle Fächer, die kontextgebunden, aber auch domänenspezifisch betrachtet werden muss. Die Nutzung digitaler Medien trägt nicht automatisch zu einem motivierenden Unterricht bei. Diskutiert werden soll, welche Erkenntnisse sich aus dem fächerübergreifenden Zusatzkurs „Digitale Welten“ aus der gymnasialen Oberstufe der Berliner Schulen auf die berufliche Bildung im Bereich Ernährung und Hauswirtschaft übertragen lassen und welche Konsequenzen und Potentiale für die Lehrkräfteausbildung sich daraus ergeben.

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

“…preserved, what competences the learners need to find their way around a World of Work 4.0 and how, correspondingly, future-oriented learning situations can be designed (Lund, 2018). Furthermore, a VET teacher of NaH must identify subject-specific digital media and technologies with vocational reference and integrate them into the teaching-learning scenarios in a competency-oriented manner by connecting them to the matching vocational field or training contents of the various occupations (Grundmann et al, 2019).…”

“…Based on learning field-related teaching, a VET teacher has the responsibility to identify relevant, vocational tasks and problems and prepare these didactically as action oriented learning situations. Considering the ongoing digitalisation characterising the World of Work 4.0 and the immediacy to the labour market, a VET teacher needs to recognize technologies and digital media with relevance for the corresponding occupational field and integrate them into the teaching-learning scenarios in a competency-oriented manner (Grundmann et al, 2019). According to the authors of this article, through networking and cooperation between the two learning venues as well as with other stakeholders of the VET system, company needs and on-going digital developments within the occupational field can be included in the best possible way in vocational school teaching (e.g., as learning situations based on current and future-oriented professional actions), and thus offering up to date teaching.…”