Ausgabe 1/2017, 40. Jahrgang S. 32–37
Professionalisierung der Pädagogischen Flüchtlingsarbeit
Empirische Einblicke zur Sicht von Studierenden aus ‚Service Learning‘-Seminaren
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This article analyses the question which competence requirements are relevant for the professionalization of educators in their work with refugee children and youth. Based on the theoretical model on professional teaching competence from Baumert and Kunter, the specific perspective of students, who do voluntary work with refugee children and youth in the context of service learning seminars, is analysed. The results raise the question how specified according to the target group pedagogical competencies need to be formulated.
Service Learning, refugees, pedagogical professionalization, higher education didactics