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Qualification: Master’s degree in teaching German and... (no legal status)

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Master’s degree in teaching German and... (no legal status)

Qualification Information

Students will be able to: 

(general competences)

  • perform logical and abstract analyses, synthesise and evaluate,
  • express in depth their knowledge of both specialist fields in written and oral form and evaluate them critically,
  • competently transfer intra- and interdisciplinary knowledge into practice, 
  • independently enhance, refine and link acquired knowledge and qualifications with various professional fields,
  • contextualise and independently supplement information,
  • transfer own knowledge and skills to other problem areas (ability to transfer),
  • resolve problems, conflicts and work tasks in an intra- and interdisciplinary manner,
  • solve problems in a team,
  • organise and lead expert groups,
  • perform (self-)evaluation and (self-)assessment, and think critically and holistically,
  • locate new sources of knowledge independently and interpret and apply them in professional and academic fields, 
  • use ICT professionally and effectively in searching for, selecting, processing, presenting and disseminating information,
  • ensure the quality of own work and raise quality standards in the work environment,
  • develop and disseminate technical subject matter to the student in a comprehensible manner, 
  • appropriately link the objectives of syllabuses, content, teaching methods and student development in the implementation of the academic curriculum,
  • effectively plan, organise and carry out teaching activities, 
  • demonstrate proficiency in the principles of educational research and their application in improving learning and teaching,
  • promote active and independent learning in such a way that allows students to plan, monitor, evaluate and balance their learning independently,
  • promote cooperative learning that allows students to develop social skills for successful participation in various heterogeneous groups,
  • appropriately use various methods to monitor, verify and assess the progress of an individual student in accordance with objectives and provide constructive feedback,
  • monitor and evaluate the progress of students in the area of assimilating learning strategies, learning social skills, reading and information literacy, 
  • inform parents and other responsible persons of students’ progress,
  • communicate effectively and develop positive relationships with students, 
  • create an encouraging learning environment and a student community in which diversity is appreciated and in which students feel accepted, safe and self-confident,
  • formulate clear rules regarding behaviour and discipline in class based on the mutual respect of all participants,
  • deal successfully with inappropriate behaviour, aggressiveness and conflicts, and apply the appropriate strategies to resolve such issues,
  • provide equal opportunities to all students and adapt work to their individual needs,
  • identify students with special needs and their strong and weak areas, adapt work to their abilities and work with the appropriate experts and institutions as required,
  • develop a positive attitude towards students, and demonstrate respect for their social, cultural, language and religious backgrounds,
  • take into account ethical principles and statutory provisions in their work,
  • demonstrate and promote the positive values, views and behaviour expected from students,
  • communicate effectively and cooperate with parents and other persons responsible for students,
  • cooperate with other teachers and colleagues at school,
  • be involved and cooperate in various activities in the immediate and broader environment, and in the field of education, 
  • plan, monitor, evaluate and balance own professional development,
  • use the appropriate methods for motivating students, and develop strategies that facilitate lifelong learning,
  • encourage flexibility and perseverance in facing new challenges and tasks and develop students’ capacity for self-evaluation,
  • use information and communication technology in work, and develop information literacy among students,
  • develop communication and social skills among students,

(subject-specific competences)

  • understand, speak and write standard German at the C1+ level,
  • understand language as a medium and a result of symbolic interaction, and recognise its cognitive, emotional, creative, social, referential and metalinguistic functions and use it appropriately, 
  • demonstrate proficiency in contemporary theories and theoretical models of teaching a foreign language, and evaluate them critically,
  • recognise the particularities of language, literature and culture of German-speaking countries, and compare them with the particularities of the Slovene language, literature and culture,
  • develop a thorough understanding among students of the differences between German-speaking countries and their cultures,
  • competently respond to technical and literary texts and texts in the field of didactics of teaching and learning a foreign language,
  • verbalise specialised and general knowledge in the appropriate linguistic form and adapt it to various levels of teaching German,
  • possess a repertoire of academic language that is a reflection of partnership learning and promotes intercultural learning,
  • understand and appropriately communicate linguistic, literary and cultural phenomena and processes in teaching German, 
  • develop technical subject matter for the educational process of teaching German,
  • demonstrate knowledge of pedagogical theory and didactic laws of teaching a foreign language,
  • demonstrate mastery of basic principles and processes for the planning, implementation and evaluation of the learning process,
  • demonstrate knowledge of basic documents relating to education and syllabuses for German,
  • appropriately link the objectives of syllabuses, content, teaching methods and student development in the development of the academic curriculum for teaching German,
  • promote cross-curricular integration,
  • apply interactive teaching methods and cooperative team work,
  • promote project and research work in the teaching of German at the national and international levels,
  • use ICT in the teaching of German and develop information literacy among students in accordance with the subject,
  • create an encouraging learning environment for the learning of German,
  • identify students with special needs in the learning of a foreign language and adapt methods, forms and strategies for teaching and learning a foreign language to individuals,
  • monitor and evaluate the progress of students in the area of assimilating learning strategies for German and developing all four linguistic abilities.

Reference Data

EQF Level:
Thematic area:
Information Language:
Location:
Further info: 

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Third-cycle doctoral study programmes (SQF level 10)

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  • A completed first-cycle bi-discipline academic higher education programme in the same disciplines; or
  • any other first-cycle academic higher education programme in another field, if prior to enrolment the candidate has completed course units essential for second-cycle studies; these are determined with reference to how different the field is, and consist of 10 to 60 credits; or
  • a completed professional higher education programme (under the former programme), if prior to enrolment the candidate has completed course units essential for second-cycle studies; these are determined with reference to how different the field is, and consist of 10 to 60 credits.

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Examination performance is scored as follows: 10 (excellent); 9 (very good: above-average knowledge but with some mistakes); 8 (very good: solid results); 7 (good); 6 (adequate: knowledge satisfies minimum criteria); 5–1 (inadequate). In order to pass an examination, a candidate must achieve a grade between adequate (6) and excellent (10).

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University of Ljubljana, Faculty of Arts

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To complete the study programme, students must successfully complete teaching practice in both subjects of the two-subject programme, defend a master's thesis, and complete all other course units of the second-cycle, two-subject teacher training programme, totalling 120 credits.

NQF Level: 
8
Access requirements: 
  • A completed first-cycle bi-discipline academic higher education programme in the same disciplines; or
  • any other first-cycle academic higher education programme in another field, if prior to enrolment the candidate has completed course units essential for second-cycle studies; these are determined with reference to how different the field is, and consist of 10 to 60 credits; or
  • a completed professional higher education programme (under the former programme), if prior to enrolment the candidate has completed course units essential for second-cycle studies; these are determined with reference to how different the field is, and consist of 10 to 60 credits.
Ways to acquire: 

To complete the study programme, students must successfully complete teaching practice in both subjects of the two-subject programme, defend a master's thesis, and complete all other course units of the second-cycle, two-subject teacher training programme, totalling 120 credits.