Achtung:

Sie haben Javascript deaktiviert!
Sie haben versucht eine Funktion zu nutzen, die nur mit Javascript möglich ist. Um sämtliche Funktionalitäten unserer Internetseite zu nutzen, aktivieren Sie bitte Javascript in Ihrem Browser.

Studierende vor dem Optoelektronik-Gebäude P8, Foto: Universität Paderborn, Fotografin: Judith Kraft Show image information

Studierende vor dem Optoelektronik-Gebäude P8, Foto: Universität Paderborn, Fotografin: Judith Kraft

Master of Education ET+AT/IT

The Master degree program for teaching professions at vocational colleges with the major vocational specialization in Electrical Engineering and the minor vocational specialization in Automation or Information Technology offers the opportunity to switch to a teaching profession in Electrical Engineering after successfully completing a bachelor degree in Electrical Engineering. Graduates have very good career prospects as teachers in the vocational training sector. In this course of studies, the major vocational specialization in Electrical Engineering is combined with the minor vocational specialization in Automation Technology or Information Technology.

This course of studies, including the preceding Bachelor's degree, will result in a total of 140 credit points for the major and 60 credit points for the minor vocational specialization (LZV Model 2). The two vocational specializations are therefore not studied to the same extent (99 credit points each, LZV Model 1) as in the classical teacher training program.
The goal of the four-semester Master's program is to enable students to deepen their professional skills for teaching and education, assessment and diagnosis, as well as evaluation and quality assurance.
In the educational science and vocational pedagogy program, students acquire the skills of future teachers with regard to the special requirements of vocational schools. For the teaching profession at vocational colleges, the focus is on intensive reflection on education and competence development in the context of technology, business and work. Students acquire in-depth skills for work in the context of vocational schools with the requirements in the areas of teaching, education and organization.
The specialized scientific and didactic studies convey in particular knowledge and skills in relation to specialized knowledge and its application, the selection and evaluation of scientific findings and their use for pedagogical fields of action as well as the promotion of the students' learning competencies. Through the course of studies, students learn to understand and develop specialist issues and approach them with a research-oriented approach. They should also be able to reflect on the social significance of the subject in comparison to other subjects and to act responsibly, especially with regard to the effects of technological change. In a standard period of study of four semesters, modules amounting to 120 credit points are taken. In the third semester, a practical semester is completed at a vocational college.

This course of studies can also be studied in a dual variant as a side entry student with an FH (College of Higher Education) qualification. The same study components are then completed within 6 semesters. During this time the students will teach 3 days per week at vocational colleges. On 2 days per week they study at the University of Paderborn to obtain the Master of Education. This is followed by the extra-occupational preparatory service according to OBAS. Students have to apply to a Berufskolleg (College of Further Education) prior to their studies, which has opened an advertised position also for side entries. Further information can be found here:

https://plaz.uni-paderborn.de/lehrerbildung/lehramtsstudium-und-pruefungen/lehramtsstudium-master-of-education/m-ed-bk-affin-berufsintegr-var-fh/

Contents of study

This Master's program at the University of Paderborn allows students to choose between Automation Engineering and Information Technology as a small professional specialization. Basic knowledge and skills in the different areas of Electrical Engineering are taught. The aim is to equip students with the necessary skills for their future professional life at school and thus also to facilitate their career entry.

The following table shows the study components of this Master program:

Master Lehramt ET + AT/IT

The table below shows the study contents of the Master's program with the major professional specialization Electrical Engineering in combination with a minor professional specialization (Automation Technology or Information Technology) (PO 75-77/16)

In the major vocational field of Electrical Engineering, the specialization module "Didactics of Technology" (9 credit points) must be taken.

For the small professional specialization in Automation Technology, in addition to a didactic module (3 credits), a compulsory elective course consisting of six scientific modules (6 credits each) must be taken. Focal points are set in the areas of Energy and Environment, Cognitive Systems and Process Dynamics.

In addition to a didactic module (3 credits), students choosing the small professional specialization in Information Technology must also complete a compulsory elective course consisting of six scientific modules (6 credits each). Focal points are set in the fields of Communication Technology, Microelectronics and Optoelectronics.

The list of electives can be found in the examination regulations.

Admission requirements

The Master's program in Teaching at vocational colleges with the major professional specialization in Electrical Engineering and the minor professional specialization in Automation or Information Technology is admission-free, i.e. there is no admission limitation or numerus clausus (NC).

The following admission requirements must be met for the Master's program in Teaching at vocational colleges with a major and a minor vocational specialization:

  • Certificate of higher education entrance qualification (general or relevant subject related) or a certificate or professional qualification recognized as equivalent by law or a certificate or professional qualification recognized as equivalent by the competent state authority
  • Bachelor's degree in Electrical Engineering or Mechanical Engineering or a related subject (B. Sc./B. Eng.).

In addition, the study achievements from the Bachelor course of studies listed below in the table must be proven as entrance requirement.

The teaching profession-specific academic achievements can be acquired, for example, within the framework of the Edu-Tech Net OWL project at the cooperating universities of applied sciences or in the Bachelor's degree program in Electrical Engineering at the University of Paderborn.

If up to 30 credits are missing, enrolment is subject to the condition that these credits are made up and verified by the time the Master's thesis is registered (provisional admission). These credits have to be earned in addition to the study volume of the Master program. If more than 30 credit points are missing, enrolment in the Master of Education is not possible. The examination board decides on the determination of equivalence.

Proof of knowledge in a foreign language is required (LABG 2016). This is usually done by means of the university entrance qualification.

Enrolment for the Master's program is possible in both the winter and summer semesters, although enrolment for the winter semester is recommended.

Practice phases

Detailed information on the practical phases to be completed during the teacher training program can be found on the website of the Centre for Educational Research and Teacher Training (PLAZ): https://plaz.uni-paderborn.de/lehrerbildung/praxisphasen/praxisphasen-bama/. The information provided here is intended to provide a rough overview. In addition to the obligatory practical phases, there are also various optional practical courses.

Practical experience

The goal of the professional practical training is to provide practical experience in the professional fields in which the future students are trained. The emphasis is not on the acquisition of special working techniques, but on getting to know working processes and the respective social environment.

In addition to the required university degrees, proof of practical work is a prerequisite for access to the preparatory service (§ 1 paragraph 1 sentence 4 and § 5 paragraph 5 LZV).

Therefore, in addition to the degree "Master of Education", access to the teaching practice for the teaching profession at vocational colleges requires the aforementioned twelve-month practical work.  This serves the purpose of familiarizing future teachers at vocational colleges with the learning locations and the working world of the students and preparing them for teaching at vocational colleges. In addition to the required university degree, this certificate is a prerequisite for access to the teaching practice.

Suitable areas or companies for practical work are:

  • Basic manual and mechanical working techniques
  • joining techniques, surface treatment
  • Materials Testing
  • Manufacturing of components and assemblies
  • Project planning
  • Work preparation
  • Manufacturing and assembly
  • Assembly and commissioning
  • Operation
  • Company structure with special attention to vocational training
  • Power Engineering
  • Communications Engineering
  • Computer Science

 

Further information can be found at the Landesprüfungsamt NRW.

 

Practical Semester

The practical semester is completed in the 3rd semester of the Master's program while studying.  It lasts 5 months and is divided into a school practical part and a school research part.

Students in the practical semester acquire and reflect on their practical experience at three learning locations:

  • at a placement school of the teaching post in the training region of the University of Paderborn,
  • at a centre for practical teacher training (ZfsL) and
  • at the University of Paderborn.

The school practical part of the practical semester takes place at vocational colleges with the support of ZfsL and serves to gather practical experience and to deepen the knowledge and skills acquired during the studies.

The school research part of the practical semester is accompanied by university courses, serves to provide scientific reflection on school practice and focuses on research-based learning processes.

For further information please visit:


http://plaz.uni-paderborn.de/lehrerbildung/praxisphasen/praxisphasen-bama/allgemeine-informationen-zum-praxissemester/

The University for the Information Society