Open Access

Design Thinking is an innovative approach that solves concrete problems and develops new products. Its constant spreading in industry, business, and non-profit organizations raises the question to which extent this approach may be of importance for German vocational schools. There is an increasing debate among scientists about design thinking in educational contexts, in which different authors regard it as useful for curriculum and school development as well as for coping with everyday school life. To assess the importance of design thinking for German vocational schools, pre-service teachers have tackled vocational school issues with design thinking. The paper concludes that design thinking is indeed of interest to vocational schools and that further work is recommended

Das vorliegende Handbuch ist im Rahmen des EU-Projektes "Energyducation" (Förderkennzeichen KA2 2018-1-ES01-KA202-050327) entstanden und von Berufspädagogen, überwiegend praktizierenden Berufsschullehrerinnen und -lehrern, aus Deutschland (Institut für Berufliche Lehrerbildung an der FH Münster), den Niederlanden (Alfa-college in Groningen), Norwegen (NTI-MMM AS in Oslo) und Spanien (CIFP USURBIL LHII in Usurbil) verfasst worden. Vorlage war eine englische Fassung die umfangreich überarbeitet und im Hinblick auf die im deutschen Sprachraum vorherrschenden Begrifflichkeiten und Konzepte hin geschärft wurde. Es dokumentiert die mit dem projektbasierten Lernen gesammelten Erfahrungen aus der Sicht von Praktikern. Die Besonderheit ist, dass die Erfahrungen untereinander abgeglichen wurden und damit länderübergreifende Erkenntnisse zusammengeführt wurden. Das vorliegende Handbuch versteht sich dabei nicht als wissenschaftliches Werk, greift aber Erkenntnisse aus der Lehreraus- und -fortbildung auf und stellt diese vor dem Hintergrund der gesammelten Erfahrungen dar.

This paper presents a seminar concept for the development of communication competence in pre-service vocational education teachers with the aid of video annotations, feedback, and peer microteaching. The seminar is offered within a teacher training program for students taking a master’s degree (MEd) in vocational education at the FH Münster University of Applied Sciences, Germany, and has been conducted three times. The advantages of the seminar concept are manifold. On the one hand, we create a learning environment in which students individually prepare and conduct five peer microteaching lessons in a row and receive prompt and constructive peer feedback on every performance. On the other hand, the quality of feedback improves so that our students are professional feedback providers by the end of the seminar. The provision of teacher feedback alone does not help our students become successful feedback providers. Nor, given the resources available at the university, is it a realistic alternative in terms of time constraints. In addition, due to recordings, the students gain a better insight into their teaching skills since their lessons can be observed and approached from an outside perspective.