Study structure

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General

A degree program consists of modules that are defined in the examination regulations and described in more detail in the study and examination plan. In terms of content and time, it makes sense to study these modules in a certain order. For each degree program, there is a sample study plan that shows you an ideal course of study. If you study in this way, you will be able to complete your studies in the standard period of study. This is not always possible, so there may be individual deviations from the suggested sequence. When planning, you should bear in mind that not every module is offered in the winter and summer semesters and that some modules necessarily build on each other or have other participation requirements. The student advisor will support you in the individual design of your studies.

What is the teacher education program about?

  1. Acquiring specialist knowledge
    Prospective teachers need specialist knowledge in order to be able to teach well later on. To this end, it is important to become familiar with the current state of research in the subject and to acquire knowledge of scientific work, which will help them to classify future developments in the subject in their later professional lives.

  2. Acquire subject didactic competence, lesson planning and implementation
    In addition to subject knowledge, pedagogical and didactic competences are required in order to be able to plan and design lessons effectively and successfully. The focus is always on promoting and supporting the learning processes of the students. Some things work out, others don't - which is why it is also important for prospective teachers to deepen their ability to reflect and to critically question and continuously optimize methods and concepts.

  3. Educational science content and competencies
    Looking at the big picture is also part of the process: schools are subject to overall social conditions and changes. Cross-cutting issues such as the integration of students with other mother tongues, inclusion, media education and digitalization or sustainability are therefore also topics of teacher education.

The study program for the teaching profession at elementary schools includes

  • the core course in education and social sciences, including the modules in elementary school didactics and aesthetic education
  • the subjects German and Mathematics
  • as well as at least one additional subject from the following canon of subjects: English, Protestant religion, French, Catholic religion, art, music, physical education, sports.

Long subject - Short subject - Credits

One of the three teaching subjects must be studied as a long subject to the extent of 50 credits. If art, music or physical education are chosen as teaching subjects, they must be studied as a long subject.

In addition, the University of Kassel offers the following subjects as both short and long subjects: German, English, Protestant Religion, French, Catholic Religion, Mathematics, Physical Education ---.

What are credits?
For each module that you successfully complete with an examination, you will receive a certain number of credits (also called credit points). Information about the credits that can be earned in each module can be found in the examination regulations of the subject.

What is the difference between a long and a short subject?
This can be easily seen from the credits: To be admitted to the First State Examination, you need 180 credits. Of these, 60 credits are allotted to the core studies in education and social sciences, 50 credits to the long subject, and 35 credits to each of the two short subjects. A long subject is therefore studied more intensively than a short subject.

The sample study plan below shows the ratio of long and short subjects for the entire study program.

Sample Study Plan

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Practical school phases

The practical phases within the framework of the studies are a compulsory part of the teacher training courses and consist of a basic internship in the first half of the studies and a practical semester in the second half. The basic internship is also about reflecting on the aptitude for the profession as a teacher and getting a first impression with regard to subject didactics and pedagogical action.