| Management | Sylvia Weyrauch (Subject-related Didactics Body Care) |
| Supervision | Prof. Dr. Alexandra Karentzos (Substitute Professor of Fashion and Aesthetics, TU Darmstadt) |
| Counselling | Andreas Müller (Institut Beatenberg, Switzerland) |
| Collaborative partner |
Landesschulamt (Hessian education authority) and Hessische Lehrkräfteakademie (Teacher Academy of Hesse) Heike Pfaff-Cimiotti; Member of the vocational training committee of the state association of guilds of Hessian hairdressers |
| Project team |
Susanne Eißing (Chairperson of the vocational training committee of the state association of guilds of Hessian hairdressers; vocational schools Groß-Gerau) Markus Fischer (vocational schools Bad Hersfeld) Dr. Ulrike Neujahr (Studienseminar Berufliche Schulen Darmstadt – vocational teacher training college) Jürgen Schneider (Vocational Field Coordinator Body Care, Landrat-Gruber-Schule Dieburg) Martina Weißbeck (Hochtaunusschule Oberursel) Magda-Lena Haas (Student Assistant) Sascha Sand (Student Assistant) |
The QSL-funded model project “KORA” aims to create the curricular basis for developing a new teaching and learning culture by enabling self-designed, customised learning in the subject area Body Care. In addition, general structures are to be established to be used by other vocational fields.
The competency and skill-based analysis of the master syllabus of the respective vocation takes the training regulations into consideration to synchronise the areas of dual vocational training at a vocational school and on the job more closely. Competency grids with progressing skill and knowledge levels are modularly designed in which specific competencies, activities and behaviours in the work process of a qualified hairdresser, for instance, are assigned to the learning objectives of the master syllabus. Competency-focused learning tasks complement the micro-didactic approach of planning and designing lessons teaching these competencies. This way, results can be visualised and become manageable for teachers in a vocational field. Such competency grids are designed to facilitate the composition of customised teaching and learning arrangements while providing the necessary tools to evaluate learning success by illustrating the increase of competency of the apprentices. In this respect, they are becoming a vital part of any skill-based planning and designing of lessons. The results of curricular project work are being integrated into the subject-related didactics of the teacher education programme Master of Education; thus, forming the basis for competence-focused self-reliant teaching and learning processes in the Body Care subject didactics.
The institutions for teacher training, education and further development of the vocational field Body Care in Hesse participate in this interdisciplinary project with cooperative learning sites. Due to the composition of the project team, the results can be integrated into all phases of the teacher education and in-service training programme, namely first, second and third phase.
