Undergraduate

Teaching Primary Education / Bachelor of Education
(7 semesters, 210 ECTS / 6 semesters, 180 ECTS)

Students of the Teaching Primary Education programme may obtain a Bachelor of Education after completing 180 ECTS credits.

The Primary Education degree programme consists of the following areas:

• primary education teaching methodology (70 ECTS)
• main subject (66 ECTS)
• education sciences (35 ECTS)
• social science (8 ECTS)
• 4 teaching placements (11 ECTS)
• free electives (10 ECTS)
• final thesis (essential preparation for the external examination) (10 ECTS)

The Primary Education Programme provides you with knowledge and skills in your specialist subjects, teaching methodology and educational psychology that qualify you to enter the primary teaching profession as a newly-qualified teacher.

The skills you will acquire in relation to your chosen main subject from the humanities or sciences will enable you to use academic methods and to apply your knowledge in an interdisciplinary context and in new situations.

Furthermore, you will gain a broader knowledge of subject-specific teaching methodology in three additional subjects.

You will be able to apply your subject knowledge and knowledge of teaching methodology effectively in your teaching.

In addition, you will possess in-depth knowledge of the fundamentals of educational theory in relation to general education, psychology, school education, and, in particular, primary education. This will enable you to plan educational and teaching processes professionally.

In this context, the specific characteristics of the primary school age group and the specific requirements of a school for all children with high expectations regarding individual support are taken into account.

You will also complete teaching placements through which you gain teaching experience, and analyze and reflect upon your experiences.

Finally, you can demonstrate your ability to carry out independent research in your final thesis (essential preparation for the external examination).

Postgraduate

Master in Educational Research on Learning and Instruction
(4 semesters, 120 ECTS)

The Master in Educational Research on Learning and Instruction consists of the following areas:

• introductory and advanced courses on education sciences (20 ECTS)
• introductory and advanced courses on methods of empirical educational research methods (20 ECTS)
• findings from empirical educational research conducted in school and non-school environments (10 ECTS)
• introductory and advanced courses (20 ECTS) on the chosen specialisation (media education, equality and diversity management, or quality development in school and teaching)
• planning and carrying out a project (20 ECTS) in the chosen area of specialisation (media education, equality and diversity management, or quality development in school and teaching)
• Master’s thesis (30 ECTS)
  As a graduate of Masters in Educational Research on Learning and Instruction you will possess specialist knowledge and methodological skills in educational research and in your chosen specialisation, ‚media education‘, ‚equality and diversity management‘, or ‚quality development in school and teaching‘.

You will be able to interpret theories, methods and findings in empirical educational research and, in particular, in your specialisation and to put them into practice in a professional manner.

In addition to key knowledge and skills in educational research, you will also gain interdisciplinary skills such as social and personal skills.

In the Masters in Educational Research on Learning and Instruction, you will choose one of three specialisations, ‚media education‘, ‚equality and diversity management‘, or ‚quality development in school and teaching‘ in addition to the main focus on education science and research methods.

The specific structure of the degree programme, will equip you with the required knowledge and expertise in research methodology and processes in education, schooling and qualification, and to apply relevant findings in practice.

You will have a broad knowledge of education sciences which you will build upon in your specialisation.

Irrespective of your chosen specialisation, you will obtain methodological skills relating to qualitative and quantitative research methods which you can use to study, evaluate and support individual and collective learning in school and non-school environments.

You will gain academic, personal and social skills in modules on education sciences in general, as well as your chosen specialisation.

During the degree programme you will receive excellent support as you learn to carry out independent research, work in a group with other students and reflect on your own work, providing you with the ability to hold subject-specific discussions, undertake self-reflection, and carry out observations and analyse problems in a structured way.

In your Master’s thesis you will demonstrate that you are able to carry out an empirical research project independently and to design and write an extended academic paper on this project which meets formal academic criteria in terms of methods and content.

No matter which specialisation you choose you will be qualified for a career in a wide range of areas in empirical educational research, such as in consulting or professional development or as a lecturer.

You will also have gained the required qualification to begin doctoral studies. You will possess specific skills that mean you are particularly qualified to work in areas related to your chosen specialisation.

For the ‚media education‘ specialisation these include media development, collaborative projects with media authorities and cultural institutions, and developing media-assisted teaching and learning material; for the ‘equality and diversity management‘ specialisation possible areas include management and administration in schools under consideration of equality and diversity, diagnostic skills, and education for children and adolescents with particular learning needs; for the ‚quality development in school and teaching‘ specialisation possible areas may be organisational development in educational institutions, consulting on evaluation and quality development for schools, or developing professional development opportunities for staff working in education.