Pädagogische Praxis in Dänemark und den Niederland..
Pädagogische Praxis in Dänemark und den Niederlanden
Date du début: 1 juin 2015,
Date de fin: 31 mai 2016
The project „pedagogical practice in Denmark and the Netherlands” is firmly embedded in the strategic aims of the Berufliche Schule für Sozialwesen der Hoffnungstaler Stiftung Lobetal. It contributes to increase the attractiveness of the training. In the last 10 years the Berufliche Schule für Soziales Lobetal has carried out 18-week long foreign placements for students of social pedagogy and care curative education as the final practical training and part of the final examination. Evaluations of former mobility projects and activating interviews of students showed a significant interest among students in the second year of training in shorter practical education phases in other European countries. So, in cooperation with our educational partners, we created a new offer enabling students to get insight into the contents of the education and the pedagogical work of neighbouring countries in 2015.
Our school sent all in all 10 students for a practical training to social pedagogical institutions in Denmark and the Netherlands. We had 2 programmes:
2 students of the vocational training course social assistant spent their last 3 weeks of their 9 weeks second practical training in Denmark from 2 November until 21 November 2015.
8 students of the college training course social pedagogy spent their first 3 weeks of their 10 weeks second practical training in the Netherlands from 9 November until 28 November 2015.
Our Danish co operational partner SOSU Sjælland in Ringsted supported the project by providing practical training facilities for social pedagogy in Ringsted.
Our Dutch co operational partner ROC van Twente in Almelo supported the project by providing social pedagogical facilities like kindergartens and integrative institutions in the region of Twente.
Students of the college training course social pedagogy learned new as well as modern and accepted pedagogical concepts within Europe and familiarized themselves with principles of elementary education in day care institutions and preschools as well as educational support. The comparative exchange in the Netherlands was supported and made easier by the tandem procedure in which the students were accompanied by a Dutch student during the whole practical training. In so doing we lowered possible communicational barriers and emphasized personal contacts between students of the same professional background.
In two institutions there were no Dutch tandem students so that 2 German students spent their practical training together in one kindergarten. Among the differences the students experienced were a more stress free working atmosphere and connected to that a higher working satisfaction. The material and personnel conditions are better than in Germany and thus enables a more individual care of the children. “Observation” as a pedagogical method is more widely used. The contact between parents and educators was described by students as very appreciating and the children did not feel as much pressure to perform as in Germany. Very appreciated by the students was the chance to visit and study institutions with special concepts like an agricultural kindergarten.
Moreover did we aim at achieving to broaden our student’s professional and social skills as well as practicing their English language skills in a professional context because both cooperation partners demanded good English skills for the 3 weeks stay. Our students also familiarized with the culture and way of life of the other country. This contributed to an appreciation of differences and similarities.
According to German college regulations our school is obliged to visit its students at their practical training at least once during the training period. In the Netherlands, teachers of our “Berufliche Schule Lobetal” visited the students in our partner schools and practical training institutions respectively in order to reflect the training together with mentors, practical instructors and colleagues of the cooperating institutions. In Denmark the final reflection was communicated using appropriate questionnaires. Moreover the 10 students had a personal mentor in both countries providing individual help and support whenever necessary.
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