Studies Induction and Orientation Stage (STEOP)

(1) The following exams have to be taken during the studies induction and orientation phase, which takes place in the first semester:

1. School as an Educational Institution and Role of the Teacher, VO 2, 2 ECTS-Credits
2. Principles of Housekeeping, VO 1, 2 ECTS-Credits
   
3. Principles of Nutrition, VO 1, 2 ECTS-Credits
   

(2) Before the full completion of the introductory study and orientation phase, students can participate in courses amounting to 22 ECTS credits.

General Information

Recommended Course Sequence

The exemplary course sequence given below is recommended for full-time students beginning their study programme in the winter semester. The table shows one possible course sequence for the bachelor's programme and is not compulsory. Delays resulting from repeated examinations are not taken into account.

The standard duration of the study programme is 6 semesters or 180 ECTS-Credits, whereby according to the Universities Act of 2002, a workload of 1,500 (real) hours per academic year must be fulfilled, corresponding to 60 ECTS-Credits (one ECTS-Credit is equivalent to a workload of 25 hours).

Course Sequence(incl. Basics of Educational Science)

Qualification Profile and Skills

The Secondary School Teacher Training Programme (General Education) qualifies its graduates as teachers in the selected subjects of general education / specializations for all secondary schools (Neue Mittelschule, Polytechnische Schule, Academic Secondary Schools,  Intermediate and Higher Technical and Vocational Schools). It consists of a Bachelor’s Programme and a subsequent Master’s Programme. It covers training in general education science, a pedagogical-practical training and a subject-specific and subject-didactic education in the two selected teaching subjects or in the selected teaching subject and the selected specialization.

The teaching of nutrition and housekeeping is taught in the secondary school types in differently named compulsory modules (nutrition and housekeeping, household economy and nutrition, management/services and tourism), with school type-specific focuses (general education, basic vocational education) and at different levels.

It should be noted that the kitchen practical subjects at the HLW and HLT (kitchen and restaurant management) school types may not be taught by secondary general education graduates due to the required level.

Graduates of the Bachelor’s Programme Secondary School Teacher Training (General Education) in the subject of Nutrition and Housekeeping have acquired the following competences:

(1) Subject-specific competences

• The know the physiological, psychological and sociocultural fundamentals of nutrition with regard to nutritional and health education in a school context.
• They know measures for promoting physiological, social, ecological and psychological well-being and describe a health-wise and socially acceptable lifestyle concept.
• They describe, develop and reflect targets and measures of health promotion and prevention. They have basic knowledge about the prevention of nutrition-related illnesses and are able to substantiate nutritional principles in teaching as well as to show the relationship between lifestyle and health.
• They acquire basic and structured knowledge about the properties, production and processing of food, apply this knowledge with regard to their target group and in a reflected manner and justify their approach.
• They explain legal aspects of consumer protection and food legislation and are able to implement them for everyday use.
• They have a sound and reflective knowledge of consumer education and can design and implement the use of household resources in accordance with the scientific principles of household economy.
• They outline the private household in its entirety as supply, economic and social unit and reflect on its political, social, cultural, economic and ecological significance for society.  
• They understand the importance of different eating habits and assign behavioural aspects and lifestyle modifications in this regard.
• The significance of eating out is scientifically based on best practice examples.
• They take current trends in nutrition and household and assess them according to scientific aspects and show multidisciplinary relationships.
• They have skills for dealing with specialist literature and carry out targeted literature research.
• They acquire relevant expertise in target group-specific nutrition and apply and implement recommendations, guidelines and benchmarks of leading professional societies.
• They make nutritional and household-related decisions in a multi-perspective and multi-dimensional manner.

(2) Subject-didactic competences

Based on this subject-specific competences, the graduates have acquired the following subject-didactic competences:

• They plan, practice, reflect and evaluate teaching from different didactic perspectives in consideration of the curriculum and develop concepts for measuring learning levels and effectiveness independently and with regard to their target group.
• They design and evaluate teaching materials with regard to their usability, age- and target-group appropriateness.
• They develop, compare and reflect thematic approaches to practical an theoretical topics.
• They develop and reflect subject-specific as well as interdisciplinary teaching according to differentiated priorities.
• They continuously reflect the relationship between the relevant scientific disciplines and the teaching subject in their dealing with subject-didactics.

Expected Learning Outcomes

The graduates have a sound specialist knowledge in the field of “Nutrition and Housekeeping” that is relevant for teaching at secondary schools. They are able to scientifically formulate these topics for school practice, argue and discuss them and find solutions to relevant questions. Moreover, they can promote the nutritional competence of the pupils, accompany practical processes and evaluate their learning outcomes and the acquired knowledge.

Information about examination regulations, assessment and grading

Examination regulations

The examination regulation is an integral part of the curriculum, detailed information can be found under the paragraph examination regulations.

Forms (in German only)

• Evidence of the Bachelor's Thesis according to the Curriculum
• Examination Records
• Record "Basics of Educational Science"
• Recognition of examsANDSupplementary Sheet (Basics of Educational Science)
  (Courses out of Basics of Educational Science
• Recognition of (Prior) formal learning outcomes (RPL-Project)
• Declaration of Academic Honesty  (optional)
• Cover Sheet Bachelor's Thesis
• Application for Admission to the third and fourth repetition of a course examination

Contact and Information

Examination Office
Pädagogische Hochschule Tirol, Pastorstr. 7, 6020 Innsbruck
ph-tirol.ac.at/content/studienabteilung

Head of Institute
Prof. MMag. Claus Oberhauser PhD

Authorised Representative
Dr. Birigit Wild 

Further Information
ph-tirol.ac.at/isp

Informations for students from South Tyrol* 
Office for South Tyrolean Affairs
*For students from South Tyrol, there are special requirements if they want to teach in South Tyrol.

Informations for students with disabilities
Disability Office

Information about the Programme

• General Information from the Faculty of Teacher Education
• Administrative Procedure - Graduation