(4) Reference framework for fields of activity

This chapter also refers to the 2013 amendment of the service law.

Profession-oriented fields of activity represent action-oriented target areas in which skills are actualised. Skill comprise knowledge, the ability and the will to act, attitude, and motivation in equal measure and is acquired in the interplay of the individual, being a person, and structural learning opportunities and spaces. The acquisition of skills in the pedagogical fields of activity maps the target perspective of the skills and focuses on the use in an inclusive school. (cf http://www. european-agency.org/sites/default/files/te4i-profile-of-inclusive-teachers_Profile-of-Inclusive-Teachers-DE.pdf)

For skill development, professional experience is required. Teacher training leaves qualified newcomers who have to further develop their basic professional qualifications in the confrontation with everyday pedagogical life and through in-service training. They have developed the educational mission of the primary level in a theoretical–systematic and research-oriented manner, tested it in an application-oriented manner, and reflected on it in a science-based manner. (cf KMK resolution of 16 October 2008 in the version of 16 May 2013, p. 50)

The areas of competence in the fields of activity represent the reference framework of this curriculum. The fields of competence of the Development Council (cf Development Council, 2013) are reflected in each field of activity with different weighting. At the same time, appropriate knowledge is thus acquired in the general fundamentals of educational science (cf Point 5: skill development in the subjects of study), appropriate knowledge is acquired in the fields of knowledge listed under paragraph 5 of Annex 2 to Section 38 of the Contract Staff Act in particular, and the corresponding courses are identified for this purpose.

The interaction of the skills in the fields of activity is made clear by references. The field of learning knowledge – dealing with knowledge includes subject-related and subject-didactic skills as well as general pedagogical skills related to initiating learning processes, subject-related diagnostic and support skills, planning lessons, designing learning spaces, and supporting learning processes. Likewise, social skills enable pupils to shape and ensure conducive social relationships. Diversity and gender competence promote the design of individual and collective learning in different settings and in adaptive teaching. The evolving teacher represents an understanding of the profession that is grounded in the Bachelor’s programme and further developed in the Master’s programme.

The fields of competence (cf Development Council, 2013) are assigned to action-oriented fields of activity, focussed, and weighted; the curricular reference is indicated by naming the orientations or courses.

The fields of activity and areas of competence cf Higher Education Act Section 42 paragraph 1a) are:

(a) Knowledge (learning) – Content Knowledge (dealing with knowledge)
Graduates understand concepts, theories, models, discourses, and research findings that are central to their subjects. They can model the level of complexity so that they create learning experiences for their pupils that make aspects of the discipline accessible and ensure connectivity to the lives of the pupils. They develop a research-reflective basic attitude and are willing to continuously further their education in their subjects.

They are reflective practitioners who continually evaluate their practice, especially the impact of their planning and actions on others (pupils, families, and other professionals in the learning community). They adapt practice to meet the needs of individual learners.

Fields of competence:
General pedagogical competence (1), professional and didactic skills (2), diversity and gender competence (3), social skills (4), professional understanding (5) – focus on: (2), (3), (5)

Skills for the field of activity are predominantly acquired in the courses of the subjects/educational areas, which receive their focus through the assignment to the orientations (e.g. cultural techniques, Anthropocene, movement) as well as in the subject-specific didactic study components of the respective specialisations.

(b) Organise learning, create conducive learning settings and learning spaces (classroom management)
Graduates work with learners to create environments that support individual and cooperative learning, provide encouragement through positive social interactions, and enable active engagement in learning and self-motivation. In doing so, they include the pedagogical space as a social-architectural design task. They understand how current cross-cutting issues (e.g. political literacy, health literacy, global awareness) relate to the core themes and can integrate these themes into meaningful learning experiences.

Fields of competence:
General pedagogical competence (1), professional and didactic skills (2), diversity and gender competence (3), social skills (4), professional understanding (5) – focus on: (1), (3), (4)

Skills for the field of activity are predominantly acquired in the courses of the educational sciences, which have their focus through the assignment to the orientations (e.g. attitude, social peace, diversity) as well as in the corresponding courses of the specialisations and the respective pedagogical–practical study components.

(c) Guide learning processes (teach learning strategies)
Graduates understand how children learn and develop and recognise that patterns of learning and development vary individually within and between the cognitive, linguistic, social, emotional, and physical domains. They design and implement developmentally appropriate and challenging learning experiences. In doing so, the chosen teaching–learning strategies are geared towards the diverse experiences and diversity of the learners. They are particularly aware of the importance of language and culture for learning and are able to vary and promote learning in the linguistic field (linguistic variety skills).

Fields of competence:
General pedagogical competence (1), professional and didactic skills (2), diversity and gender competence (3), social skills (4), professional understanding (5) – focus on: (1), (3), (4)

Skills for the field of activity are acquired in courses of the educational sciences, which have their focus through the assignment to the orientations (e.g. attitude, diversity) in the subject didactic components of the courses for the educational areas/subjects, in the courses the generic skills of which show linguistic education, and in the corresponding courses of the specialisations as well as the respective pedagogical–practical study components.

(d) Act in a learning outcomes-oriented manner
Graduates plan and design their lessons on the basis of subject-specific and professional scientific knowledge and quality criteria as well as the corresponding curricula in Austria. In the interplay of structure and freedom, they can design tasks that are effective for learning and aim at skill development, thereby orienting themselves to the zones of current and next development of learners. They are open to the variable problem-solving strategies of learners and can increase the awareness of pupils for what they can already do.

Fields of competence:
General pedagogical competence (1), professional and didactic skills (2), diversity and gender competence (3), social skills (4), professional understanding (5) – focus on: (1), (2), (3)

Skills for the field of activity are tested and further developed mainly in the integrative anchored courses of the pedagogical–practical studies from the 4th/5th semester onwards. They build on skills in the courses of educational sciences, which have their focus through the assignment to the orientations (e.g. attitude, diversity), and are strengthened by the respective reference to supra-subject skills (e.g. language education), which are increasingly anchored in the primary school curriculum and in the subject-specific/subject-didactic parts of the curriculum. The corresponding courses of the specialisations (from the 5th semester) as well as their respective pedagogical–practical study components enable the targeted acquisition of skills in different weightings.

(e) Promote children in their social, emotional, and moral development
Graduates have theoretical and practical knowledge of shaping relationships and cooperative forms of work. They use this knowledge to build trusting relationships with learners and can promote social skills. They value pupils as individuals, help them to learn to value each other, and are aware of their role as role models.

Fields of competence:
General pedagogical skills (1), diversity and gender competence (3), social skills (4), professional understanding (5) – focus on: (1), (3), (4), (5)

Skills for the field of activity are tested and further developed mainly in the integrative anchored courses of the pedagogical–practical studies from the 3rd semester onwards. They build on skills in the courses of educational sciences, which have their focus through the assignment to the orientations (e.g. attitude, diversity, social peace), and are strengthened by the respective reference to supra-subject skills (e.g. social-emotional learning, intercultural education/multilingualism), which are anchored in the primary school curriculum and in the subject-specific/subject-didactic parts of the curriculum. The corresponding courses of the specialisations from the 5th semester as well as their respective pedagogical–practical study components enable the targeted acquisition of skills in different weightings.

(f) Dealing with “difficult behaviour”; managing discipline problems
Graduates are familiar with prevention measures and risk factors for social–emotional–moral development at the primary level. They adopt a reflective attitude when dealing with difficult behaviour and design reactions and interventions in such a way that everyone involved can also learn from them in order to be able to cope with difficult situations in a positive way. In doing so, they have targeted strategies (feedback, rules, target agreements) and design the learning environment and lessons in such a way that all participants can work thoughtfully and purposefully on difficult situations. They support children in discovering and conquering the world with their own strengths.

Fields of competence:
General pedagogical skills (1), diversity and gender competence (3), social skills (4), professional understanding (5) – focus on: (1), (3), (5)

Skills for the field of activity are tested and further developed mainly in the integrative anchored courses of the pedagogical–practical studies from the 4th semester onwards. They build on skills in the courses of educational sciences, which have their focus through the assignment to the orientations (e.g. attitude, diversity, social peace), and are strengthened by the respective reference to supra-subject skills (e.g. social-emotional learning, intercultural education/multilingualism), which are anchored in the primary school curriculum and in the subject-specific/subject-didactic parts of the curriculum. The corresponding courses of the specialisations from the 5th semester as well as their respective pedagogical–practical study components enable the targeted acquisition of skills in different weightings.

(g) Assess/diagnose/evaluate skills; provide beneficial feedback and advice
Graduates have high expectations for the performance of all learners, understand the importance of the individual learning requirements of pupils for the learning process, and use multiple methods to observe, describe, and evaluate learning outcomes and performance. They document the learning and development of pupils on the basis of systematic documents in order to derive findings for the promotion of the pupils. They can give beneficial feedback (learning process-related and summative) and communicate in an advisory manner.

Fields of competence:
General pedagogical competence (1), professional and didactic skills (2), diversity and gender competence (3), social skills (4), professional understanding (5) – focus on: (1), (2), (3)

Skills for the field of activity are tested and further developed in the integrative anchored courses of the pedagogical–practical studies from the 4th semester onwards. They build on skills in the courses of educational sciences, which have their focus through the assignment to the orientations (e.g. attitude, diversity), and are strengthened by the respective reference to supra-subject skills (e.g. language education, intercultural education/multilingualism), which are anchored in the primary school curriculum and in the subject-specific/subject-didactic parts of the curriculum. The corresponding courses of the specialisations (from the 5th semester) as well as their respective pedagogical–practical study components enable the targeted acquisition of skills in different weightings.

(h) Can work in a team
Graduates understand communication forms and techniques as carriers of interpersonal relationships and develop an active–cooperative basic attitude for cooperating in educational institutions. They work with children, families, colleagues, other professionals, and community members in order to support learners in their development and achievement. Graduates use a variety of data (e.g. systematic observation, learner information, research findings, and questions) individually and in collaboration with colleagues in order to assess teaching and learning outcomes and adapt planning and practice.

Fields of competence:
General pedagogical competence (1), professional and didactic skills (2), diversity and gender competence (3), social skills (4), professional understanding (5) – focus on: (1), (5)

Skills for the field of activity are tested and further developed in all integratively anchored courses of the pedagogical–practical studies (e.g. lesson studies, co-teaching/co-planning). They build on skills in the courses of educational sciences – mainly from the 4th semester onwards – which have their focus through the assignment to the orientations (e.g. attitude, diversity, social peace). The corresponding courses of the specialisations from the 5th semester as well as their respective pedagogical–practical study components enable the targeted acquisition of skills in different weightings.

(i) Develop and innovate in the context of school
Graduates invest in their professional learning and contribute to the knowledge and skills of others. They work closely with others in order to advance professional practice. They have a systemic understanding of school as a learning organisation and know that the overall school system is in the dynamic of different realities and demands. They shape the school as a place of learning in joint responsibility and according to democratic principles with colleagues and other people involved. They are prepared to take on their role as a teacher in the school system and to contribute constructively to the development processes of the school as well as to plan, implement, and evaluate projects with cooperation partners.

Fields of competence:
General pedagogical competence (1), professional and didactic skills (2), diversity and gender competence (3), social skills (4), professional understanding (5) – focus on: (4), (5)

Skills for the field of activity are tested and further developed in all integrative anchored courses of the pedagogical–practical studies. They are acquired in particular in the courses of the educational sciences (from the 4th semester onwards), which have established their focus through the assignment to the orientations (e.g. diversity, social peace) and have consolidated it in the Master’s programme. The corresponding courses of the specialisations from the 5th semester as well as their respective pedagogical–practical study components enable the targeted acquisition of skills in different weightings.

(j) Educating oneself (developing a professional pedagogical stance)
Graduates develop a professional pedagogical stance by reflecting on subjective (profession-related) beliefs, theories, and attitudes and by reconstructing personal self-determination skills. They are aware that empathy, justice, tolerance, responsibility, caring, truthfulness, respect, and commitment as well as caring, trust, and integrity are central characteristics of the teacher personality. Furthermore, they recognise the importance of self and ego skills, personal attitudes, and social and communicative skills as well as a relationship to culture, nature, and art for the development of their teaching professionalism.

Fields of competence:
General pedagogical skills (1), diversity and gender competence (3), social skills (4), professional understanding (5) – focus on: (4), (5)

The goal of the acquisition of skills for the professional fields of activity is laid down at the Bachelor’s level at various levels of complexity or processing depths, further developed in the (in-service) Master’s programme, and differentiated by the requirements in the professional field.

Literature:
Development Council, 2013: https://www.qsr.or.at/dokumente/1869-20140529-092429-Professionelle_Kompetenzen_von_PaedagogInnen__Zielperspektive.pdf

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