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<p>This article examines the question of what special education knowledge students acquire in the second year of secondary teacher training as part of an interdisciplinary module system between educational science and special education at university of teacher education lucerne. The study presented here focuses in particular on the acquisition of knowledge about special education disorders and on the acquisition of skills for professional practice. The module structure follows the claim to establish micro-forms of practical relevance through so-called framework-studies in order to bring about practical learning beyond the internships. The framework of this 2nd&#xa0;year of study encompasses adaptive teaching and planning skills, but also issues of special education disorders. Methodologically, the socio-cognition of a&#xa0;specific year cohort on these disorders is calculated along a&#xa0;text corpus consisting of student papers and visualized as frame modelling. The study concludes with suggestions for adapting the curriculum and the presented module system.</p>

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Störungsspezifisches Wissen in den Berufspraktischen Studien – eine frameanalytische Untersuchung von Studierendenarbeiten

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  • 出版模式：

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  • 发表日期：

    2026年6月15日

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  • Stephan Marti

摘要

This article examines the question of what special education knowledge students acquire in the second year of secondary teacher training as part of an interdisciplinary module system between educational science and special education at university of teacher education lucerne. The study presented here focuses in particular on the acquisition of knowledge about special education disorders and on the acquisition of skills for professional practice. The module structure follows the claim to establish micro-forms of practical relevance through so-called framework-studies in order to bring about practical learning beyond the internships. The framework of this 2nd year of study encompasses adaptive teaching and planning skills, but also issues of special education disorders. Methodologically, the socio-cognition of a specific year cohort on these disorders is calculated along a text corpus consisting of student papers and visualized as frame modelling. The study concludes with suggestions for adapting the curriculum and the presented module system.