Bachelor's Programme Secondary School Teacher Training (General Education) Subject: Nutrition and Housekeeping 


KPH - Edith Stein . Universität Mozarteum . PH Tirol . PH Vorarlberg . LFU Innsbruck

Programme Coordination
PH Tirol
Duration /
ECTS-Credits		 8 semesters / 240 ECTS-Credits
(combination of two subjects or one subject and one specialisation)
Academic Degree
 Bachelor of Education (BEd)
Qualification Level
 Bachelor (First Cycle)
ISCED-11: Level 6, EQF/NQF: Level 6
ISCED-F 0114 Teacher Training with Subject Specialisation
Mode of Study
 Full-Time
Study Code UC 198 458 xxx | UC 198 xxx 458
Curriculum
 Information on the Curriculum (2016W)*
Language of Instruction German
Admission Requirements
 Secondary school completion certificate or equivalent and Language Certificates
Application » Information about the admission procedure

 

*Information on the Curriculum (2016W)

The complete version of the curriculum reflects the currently valid version of the curriculum. It is for informational purposes only and is not legally binding. The legally binding version of the curriculum, including any amendments, may be found in the University of Innsbruck Bulletins.

In order to determine which version of the curriculum is applicable in your case, see the Catalogue of Studies,
  available at: https://lfuonline.uibk.ac.at/public/lfuonline_meinestudien.studienblatt
  Section: Current Curriculum version.

University of Innsbruck Bulletins » (Click to open all University of Innsbruck Bulletins)    

Studies Induction and Orientation Stage (STEOP)

Studies Induction and Orientation Stage (STEOP) starting winter semester 2019 »

(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.

Studies Induction and Orientation Stage (STEOP) until summer semester 2019 »

(1) Within the scope of the Studies and Orientation Period, which takes place in the first semester, the following course examination must be passed:

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

(2) Successful passing of the Studies Induction and Orientation Period entitles to passing all further courses and examinations and to writing the Bachelor’s Thesis.

(3)  Before successful completion of the Studies Induction and Orientation Period courses amounting to 22 ECTS-Credits may be passed. The registration requirements listed in the curriculum must be adhered to.

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).

Recommendations for the First Semester

2.0 ECTS-AP; 1 h: VO Principles of Housekeeping
2.0 ECTS-AP; 1 h: VO Principles of Nutrition
  1.0 ECTS-AP; 1 h: PS Introduction to Subject-Didactics Nutrition and Housekeeping
  3.0 ECTS-AP; 3 h: UE Introduction to Kitchen Practices
  2.0 ECTS-AP; 1 h: UE Principles of Serving Practices
  1.0 ECTS-AP; 1 h: VO Work Science and Ergonomics
  1.5 ECTS-AP; 1 h: PS Subject-Didactics Cooking and Serving

  Basics of Educational Science
  2.0 ECTS-AP, 2 h: VO School as Educational Institution and Role of the Teacher
  2.0 ECTS-AP, 2 h: PS School as Educational Institution and Role of the Teacher 

Recommended Courses for the second semester of the other Subject.

Recommendations for the Second Semester

2.0 ECTS-AP; 1 h: VO Nutritional Science I
2.0 ECTS-AP; 1 h: VO Fundamentals of Human Biology
  1.0 ECTS-AP; 1 h: PS Household Technology
  1.5 ECTS-AP; 1 h: PS Subject-Didactics Sensory Analysis
  2.0 ECTS-AP; 2 h: VO Principles of Household Economics
  2.0 ECTS-AP; 1 h: PS Household and Sustainability
  2.0 ECTS-AP; 1 h: PS Integrative Aspects of Subject Didactics

  Basics of Educational Science
  3.5 ECTS-AP, 2 h: PR Dealing with the Challenges as a Teacher at School–Teaching Practice I

Recommended Courses for the second semester of the other Subject.

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.

Postgraduate and further Studyat the University of Innsbruck

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.

Description of the applied grading system (including the grade distribution table) »

The grade distribution table is a statistical representation of the distribution of all successfully completed examinations in a given programme of study or subject (based on all registered students for the programme or subject). The grade distribution table is updated in regular intervals.

Austrian grading
scheme		 Definition
%-age
   
1 EXCELLENT:
Outstanding performance
49.3
 TAB = 100%
2 GOOD:
Generally good, but with some errors
31.5
3 SATISFACTORY:
Generally sound work with a number of substantial errors
14.2
4 SUFFICIENT:
Performance meets the minimum criteria
5
5 INSUFFICIENT:
Substantial improvement necessary; requirement of further work
     

December 2021

 

Overall classification of the qualification 

Not applicable
Explanation: An overall classification (mit Auszeichnung bestanden/pass with distinction, bestanden/pass, nicht bestanden/fail) – is awarded only for examinations that conclude a programme of study and consist of more than one subject (an examination of this type is not specified in the curriculum of this programme of study).

Information about the Programme

Forms (in German only)

Contact and Information

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

Head of Institute
Markus Schöpf, M.A. BEd

Authorised Representative
 Dr. Birigit Wild  

Further Information
https://ph-tirol.ac.at/

Information for Students with disabilities

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