Technology Education B.Sc., Gymnasium and Gesamtschule Teacher
- Bachelor of Science
- School Type:
- Gymnasium and Gesamtschule
- Start of Studies:
- Winter Semester
- Standard Period of Studies:
- 6 semesters
- ECTS Credits:
- 180Mehr Informationen
What does that mean?
ECTS are credit points that measure the workload of one's studies. A Bachelor in Teacher Training encompasses 180 ECTS, which are distributed over both subjects, pedagogical studies, and the Bachelor thesis.
Abitur or equivalent HZB
What does that mean?
General higher education entrance qualification (Abitur), subject specific university entrance qualification, or an equally recognized university entrance qualification (HZB)
Proficiency in German
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What does that mean?
You must provide documentation of your language skills for the language of instruction at the time of enrollment. The exam regulations stipulate the relevant requirements.
Admission to First Semester
Admission to Higher Semesters
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RWTH Aachen self assessments are online advising processes for deciding what to study. Participation in one (rarely two) of these self assessments is mandatory. You can find which self assessment you need to take for this subject in the course of study description under "Prerequisites". You will need to show proof of participation in a subject specific self assessment in order to enroll (not to apply). You can print out the participation certificate yourself.
- See Course of Study Description
Dates and Deadlines
Whoever understands how technical inventions work, what they can achieve, and what effects they have on society, can responsibly help shape future developments – maybe as an engineer, but also maybe in politics or in personal consumer behavior.
Technology lessons offer school students an early oppotunity to be introduced to interdisciplinary and practically-oriented, systematic, technical thinking. And it answers the time-old question "Why do I even need math and physics?" with an answer that is literally tangible.
The subject offers teachers ideal flexbility and room to design lively and motivational lessons. It bridges the gap between one's own hanidcrafts, exciting experiments, and theoretical models, between hand skills and academic interest.
During their studies budding teachers will not only focus on a single technical discipline, like in teacher training for vocational schools, but also with the fundamentals of different engineering disciplines.
This allows them to gain a holistic view, with which they can encourage school students to grapple with different technologies and understand how they are intertwined.
During the first semester the course of study offers demanding, fundamental math studies. Students acquire more in-depth mathematical skills in the areas of differentiating, integrating, exponential functions, complex numbers, solving differential equations, and working with functions and working with Fourier series. They need these skills during the following semester, especially in the technical subjects.
Throughout the entire curriculum subject-didactic modules optimally prepare students to teach content in schools. Aside from somewhat more theoretical modues, which are about current social science influences on technology or the energy and resource problems, there are always practical modules. They allow students to get their own handicraft experience and are reflected in how application-oriented the subject technology is taught in schools. For example students in design and process engineering create their own design and build it with wood. In electronics they design small cirucuits and electronic elements including boards and microcontrollers. In the CAD module they learn how to use design programs. The programming module offers an introduction to the programming language Java, which is also often used in schools.
|Topic Area||Curriculum Content|
Mathematical Fundamentals of Teacher Training Candidates,
|Technical Methods and Processes||
Introduction to Technology Teacher Training,
|Materials Processing Systems||Design and Process Engineering,
Production Technology in Wood and Plastics Processing,
|Energy Processing Systems||Components and Facilities in Energy Supply,
Alternative Energy Technologies
|Information Processing Systems||Electronics for Physicists, Programming,
Basic Fields of Computer Science + Microcontroller Working Group
|Technology – Society – Nature||
Raw Materials and Recycling, Bionics, Sociology of Technology
Detailed information is available on the course of study webpage .
Two of the following instructional subjects are combined in studies for teachers at Gymnasien and Gesamtschulen: biology, chemistry, German, English, history, computer science, Catholic religious education, math, physics, technology education. Every subject can be equally combined with another. However, computer science and technology education cannot be combined with each other.
Should I become a teacher? Do I want to work as a teacher? If you are asking yourself these questions, there are a few services to help you get to know yourself:
The RWTH Aachen "Lehramt" Self Assessment is an enrollment prerequisite for this course of study. You will need to submit your participation certificate when you enroll, but not in order to apply.
Nothing is possible without mathematics. This principle applies to many natural and engineering sciences. The technology teacher training subject is no exception. The mathematics lecture in the first semester offers a concentrated and challenging introduction to the mathematical processes that will be applied again and again through students' studies. Interest in math is a prerequisite to taking up these studies. Previous knowledge beyondt the content taught in the Oberstufe is not required. Students get intensive support through exercises, in which experienced students help them solved problems and serve as contact persons for all questions.
If you want to become a technology teacher, you should also be interested in technical problems, processes, and systems. It is helpful to enjoy using your hands to implement something, experimenting with different solution approaches, and trying out different design options. These practical skills help to create a practical, hands on lesson later on.
A critical perspective of technology and its effects is desired, as dealing responsibly with technologies is an important focus of the school lesson.
The subject technology is currently viewed as a subject that is under-offered. Although only a few Gymnasien and Gesamtschulen offer the subject so far, the state government's current STEM activities are initiating more movement in the job market. The need for well-eduated technology teachers is increasingly growing.
You can find information from the NRW Ministry of Schools about the career prospects for various fields of teaching through 2039/2040 in the brochure Prognoses on the Job Market for Teachers in North Rhine-Westphalia.
Master's Degree Prospects
After successfully completing the Bachelor degree, you can continue with the Master of Education lasting four semesters. With this degree, you can start your teaching practice. This phase used to be called "Refendariat" instead of "Vorbereitungsdienst".
Since your Bachelor degree opens up various futher education possibilities, you can - depending on your subject combination - persue other Master's programs. The respective exam board will decide whether or not you are qualified for a Master's that is not in the field of education.
Exam regulations regulate academic goals and prerequisites, the course of study layout, and exam procedures. The appendix to the regulations contains the description of the modules, from which the course of study is composed.
Special Regulations: Subject Specific Exam Regulations
Technology education is a joint offer by the Faculties of Mathematics, Computer Science, and Natural Sciences; Civin Engineering; Mechanical Engineering; Georesources and Materials Engieering; Electrical Engineering; and Arts and Humanities. The Department of Physics is responsible for the administration of the subject.