Theorie-Praxis-Transfer im Lehramt Sekundarstufe Berufsbildung: Lernort- und Lernraumkooperation im Kontext der pädagogisch-praktischen Studien

Abstract

This article examines the transfer of theory and practice in vocational teacher education at secondary level, focusing on the cooperation between learning spaces and locations. Based on a competence-oriented and professional understanding of teaching, professional practice is conceptualised as emerging from the interaction of theoretical knowledge, practical experience, and reflection. Key concepts related to knowledge acquisition, competence development and reflective practice are discussed in relation to the structural framework of teacher education. The article analyses how higher education institutions, schools, and pedagogical practical studies function as learning locations and spaces, and how their cooperation contributes to establishing a sustainable connection between theory and practice. The findings emphasise that theory–practice transfer is not the result of isolated training formats, but rather of systematic learning location/space cooperation.