Résumés
Abstract
The primary objective of this study is to develop a comprehensive theoretical framework for the action-oriented teaching perspective, grounded in the German approach, widely adopted in German-speaking countries. The article proposes a process that teachers can use to design and implement action-oriented teaching to enhance students’ application of academic content in realistic professional situations and social contexts. This study follows a qualitative approach, employing systematic literature review, grounded theory, and thematic analysis methods. The findings reveal that action-oriented teaching has a strong psychological foundation. When analyzed in relation to cognitive and skills taxonomies, and empirical data from Germany and Vietnam, this concept demonstrates its capacity to foster learners’ complex competencies—particularly their ability to apply theoretical knowledge in professional and social contexts. Action-oriented teaching can be implemented through various methods, such as project-based learning, experimentation, design tasks, fabrication tasks, debates, role-plays, and case studies. A key aspect of this concept is that learners actively engage in comprehensive actions to create material (tangible) or verbal learning products, which result from situation-oriented learning tasks. This framework helps address key educational challenges, including student engagement, competency development, and the integration of theory and practice. Its interdisciplinary and cross-cultural relevance makes it valuable for educators, policymakers, and researchers across vocational, general, and higher education contexts.
Keywords:
- Action-Oriented Teaching,
- Socio-Professional Practice,
- Integrating Theory
Parties annexes
Bibliography
- Aebli, H. (1980). Denken: Das Ordnen des Tuns. Band I: Kognitive Aspekte der Handlungstheorie. Klett-Cotta.
- Aebli, H. (1981). Denken: Das Ordnen des Tuns. Band II: Denkprozesse. Klett-Cotta.
- Aebli, H. (1990). Zwölf Grundformen des Lehrens: Eine allgemeine Didaktik auf psychologischer Grundlage. Medien und Inhalte didaktischer Kommunikation, der Lernzyklus. Klett-Cotta.
- Allan, G. (2003). A critique of using grounded theory as a research method. Electronic Journal of Business Research Methods, 2(1), 1–10.
- Alesandrini, K., & Larson, L. (2002). Teachers bridge to constructivism. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75(3), 119–121.
- Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete ed.). Longman.
- Berkeley, G. (1998). A treatise concerning the principles of human knowledge (J. Dancy, Ed.). Oxford University Press. (Original work published 1710).
- Bader, R. (Ed.). (2004). Handreichungen für die Lehre – Handlungsorientierung als didaktisch-methodisches Konzept der Berufsbildung. Otto-von-Guericke Universität Magdeburg.
- Bachmann, W. (1988). Theoretische Grundlagen einer handlungsorientierten Wirtschaftsdidaktik. Hobein Verlag.
- Berger, M. (2021). Adolph Diesterweg (1790–1866). Niedersächsisches Institut für frühkindliche Bildung und Entwicklung. https://nifbe.de/fachbeitraege/adolph-diesterweg-1790-1866/
- Bloom, B. S. (1956). Taxonomy of educational objectives. Handbook I: Cognitive domain. McKay.
- Bonz, B. (1999). Methoden der Berufsbildung: Ein Lehrbuch. Hinzerl Verlag.
- Boutonnet, V. (2021). Linking theory and practice during a high school practicum: Case study of preservice history teachers in Quebec. Journal of Social Science Education, 20(3). https://doi.org/10.11576/jsse-4033
- Buckle, S. (1999). British sceptical realism: A fresh look at the British tradition. European Journal of Philosophy, 7, 1–2.
- Bünning, F. (2008). Experimentierendes Lernen in der Bau- und Holztechnik: Entwicklung eines fachdidaktisch begründeten Experimentalkonzepts als Grundlage für die Realisierung eines handlungsorientierten Unterrichts für die Berufsfelder der Bau- und Holztechnik (Habilitationsschrift). Universität Magdeburg.
- Cakir, M. (2008). Constructivist approaches to learning in science and their implications for science pedagogy: A literature review. International Journal of Environmental & Science Education, 3(4), 193–206.
- CEDEFOP. (2008). Terminology of European education and training policy. Office for Official Publications of the European Communities. https://www.cedefop.europa.eu/files/4064_en.pdf
- Choi, I., & Lee, K. (2008). A case-based learning environment design for real-world classroom management problem solving. Tech Trends, 52(3), 26–31.
- Clapton, G., & Cree, V. (2004). Integration of learning for practice: Literature review. Scottish Institute for Excellence in Social Work Education. http://www.iriss.org.uk/files/LEEP11LitRev.pdf
- Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305.
- Czycholl, R., & Ebner, H. G. (Eds.). (1989). Zur Kritik handlungsorientierter Ansätze in der Didaktik der Wirtschaftslehre (2nd ed., Beiträge zur Berufs- und Wirtschaftspädagogik, Vol. 4). BIS Verlag.
- Delius, K., Surkamp, C., & Wirag, A. (2021). Handlungsorientierter Fremdsprachenunterricht empirisch: Studien zu schulischen und universitären Lehr-/Lernkontexten. Universitätsverlag Göttingen.
- Dewey, J., & Kilpatrick, W. H. (1935). Der Projekt-Plan: Grundlegung und Praxis. Hermann Böhlaus Nachf.
- Dewey, J. (1904). The relation of theory to practice in education. In C. A. McMurry (Ed.), The relation between theory and practice in the education of teachers: Third yearbook of the National Society for the Scientific Study of Education (pp. 9–30). University of Chicago Press.
- Dieter, J. (1990). Theory and practice: Johann Heinrich Pestalozzi. Vitae Scholasticae, 9 (1990), 115-132.
- Diep, P. C. (2020). Action-oriented teaching – Bases and application. Ho Chi Minh City National University Publishing House.
- Diep, P. C. (2022). Action-oriented teaching – German teaching perspective. Journal of Education, Vietnam, 22(8), 1–6.
- Diep, P. C., & Phan, T. N. N. (2024). Organizing action-oriented teaching for grade 6 technology. Vietnam Journal of Educational Sciences, 20(S2), 113–119.
- Diep, P. C., & Tran, T. P. (2024). Applying the action-oriented teaching approach to grade 11 biology. Journal of Education, Vietnam, 24(7), 73–78.
- Dreyfus, S. E. (2004). The five-stage model of adult skills acquisition. Bulletin of Science, Technology & Society, 24(3), 177–181.
- Engfer, H. (1996). Empirismus versus Rationalismus? Kritik eines philosophiegeschichtlichen Schemas. Schöningh.
- Even, R. (1999). Integrating academic and practical knowledge in a teacher leaders’ development program. Educational Studies in Mathematics, 38(2), 235–252.
- Fegebank, B. (2015). Berufsfeldlehre „Ernährung und Hauswirtschaft“. Schneider Verlag Hohengehren.
- Faggiolani, C. (2011). Perceived identity: Applying grounded theory in libraries. JLIS.it, 2(1). https://doi.org/10.4403/jlis.it-4592
- Gaudig, H. (1925). Freie geistige Schularbeit in Theorie und Praxis. Verlag Hirt.
- Galperin, P. Ya. (1969). Stages in the development of mental acts. In M. Cole & I. Maltzman (Eds.), A handbook of contemporary Soviet psychology (pp. 249–273). Basic Books.
- Gordon, M. (2009). Toward a pragmatic discourse of constructivism: Reflections on lessons from practice. Educational Studies, 45(1), 39–58.
- Gudjons, H. (2008). Handlungsorientiert lehren und lernen: Schüleraktivierung – Selbsttätigkeit – Projektarbeit (7., aktualisierte Aufl.). Klinkhardt.
- Gudjons, H. (2001). Handlungsorientiert lehren und lernen. Klinkhardt.
- Hartmann, M. D., Mayer, S., & Biber, J. (2012). Erneuerbare Energien – Neue Ausbildungsfelder für die Zukunft: Didaktik und Ausgestaltung von zusätzlichen Qualifikationsangeboten in Kombination mit der dualen Erstausbildung. W. Bertelsmann Verlag.
- Hartmann, M. D. (2005). Theorie der Praxis – Entwurf einer Reflexionsstufentheorie am Beispiel der Berufsbildung. Nomos.
- Hartmann, M. D. (2017). Theory and method of reflection levels – Its use in vocational education and training. In F. Eicker, G. Haseloff, & B. Lennartz (Eds.), Vocational education in Sub-Saharan Africa: Current situation and development (pp. 104–111). wbv. https://doi.org/10.3278/6004570w
- Hartmann, M. D., & Haseloff, G. (2024). Von der Aufgabenstellung zur vollständigen Handlung. In A. Grimm, V. Herkner, T. Karges, & R. Schlausch (Eds.), Dekarbonisierung, Digitalisierung, Demographie: Gestaltungsanspruch für gewerblich-technische Facharbeit und Bildung (pp. 493–505). Peter Lang Verlag.
- Hartmann, M. D., & Klein, A. (2024). Forschendes/problemorientiertes Lernen in der Lehrendenbildung: Evaluation eines komplexen Lernaufgabenkonzepts für Lernfelder/-situationen. In A. Grimm, V. Herkner, T. Karges, & R. Schlausch (Eds.), Dekarbonisierung, Digitalisierung, Demographie: Gestaltungsanspruch für gewerblich-technische Facharbeit und Bildung (pp. 371–383). Peter Lang Verlag.
- Hacker, W. (1986). Arbeitspsychologie: Psychische Regulation von Arbeitstätigkeiten. Deutscher Verlag der Wissenschaften.
- Hegender, H. (2010). The assessment of student teachers’ academic and professional knowledge in school-based teacher education. Scandinavian Journal of Educational Research, 54(2), 151–171.
- Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-Based Learning, 1(1), 21–39.
- Howitt, D., & Cramer, D. (2008). Introduction to research methods in psychology (2nd ed.). Prentice Hall.
- Hutchings, P. (1990, June). Assessment and the way it works: Closing plenary address [Conference presentation]. Association of Higher Education Conference on Assessment, Washington, DC.
- Hume, D. (1902). An enquiry concerning human understanding. In L. A. Selby-Bigge (Ed.), Enquiries concerning the human understanding and concerning the principles of morals (2nd ed.). Oxford University Press.
- Jank, W., & Meyer, H. (1991). Didaktische Modelle. Cornelsen Scriptor.
- Jendza, J., & Grzanka, J. (2021). Freinet and Montessori in practice: A comparative analysis of the meanings attributed to the process of learning by early education teachers – research report. Problemy Wczesnej Edukacji, 51(4), 167–179. https://doi.org/10.26881/pwe.2020.51.13
- Jumani, N. B. (2013). Connections between theory and practice in teacher education. European Journal of Social and Behavioural Sciences, 4(1), 97-105. https://www.europeanpublisher.com/en/article/10.15405/ejsbs.2013.1.12
- Kerschensteiner, G. (1912). Begriff der Arbeitsschule. Wissenschaftliche Buchgesellschaft.
- KMK. (2007). Handreichung für die Erarbeitung von Rahmenlehrplänen der Kultusministerkonferenz (KMK) für den berufsbezogenen Unterricht in der Berufsschule und ihre Abstimmung mit Ausbildungsordnungen des Bundes für anerkannte Ausbildungsberufe. Sekretariat der Kultusministerkonferenz.
- Korthagen, F. A. J. (2010). The relationship between theory and practice in teacher education. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 669–675). Elsevier.
- Korthagen, F. A. J., & Kessels, J. P. A. M. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4–17. https://doi.org/10.3102/0013189X028004004
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
- Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Pearson Education.
- Kramer, B. J. (1998). Preparing social workers for the inevitable: A preliminary investigation of a course on death, grief, and loss. Journal of Social Work Education, 34(2), 211–227.
- Lanier, J., & Little, J. W. (1986). Research in teacher education. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 527–560). Macmillan.
- Leinhardt, G., McCarthy, Y. K., & Merriman, J. (1995). Integrating professional knowledge: The theory of practice and the practice of theory. Learning and Instruction, 5(4), 401–408.
- Leontjew, A. N. (1979). Tätigkeit, Bewußtsein, Persönlichkeit. Volk und Wissen.
- Locke, J. (1975). An essay concerning human understanding (P. H. Nidditch, Ed.). Oxford University Press. (Original work published 1690).
- Martin, J. P., & Oebel, G. (2007). Lernen durch Lehren: Paradigmenwechsel in der Didaktik? Deutschunterricht in Japan: Zeitschrift des Japanischen Lehrerverbandes, 12, 4–21.
- Martin, J. P. (2000). Lernen durch Lehren: Ein modernes Unterrichtskonzept. Link-Verlag.
- Mayr, E. (2009). Dokument „Handlungsorientierter Unterricht“. Institut für Lehrer*innenbildung und Schulforschung, Universität Innsbruck.
- Meyer, H. (1987). Unterrichts Methoden I: Theorieband. Cornelsen Scriptor.
- Markie, P. (2004). Rationalism vs. empiricism. Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/rationalism-empiricism/
- Martin, P. Y., & Turner, B. A. (1986). Grounded theory and organizational research. The Journal of Applied Behavioral Science, 22(2), 141–157.
- Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47–59. https://doi.org/10.1016/j.tate.2017.03.024
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
- Mohan, B., & Slater, T. (2006). Examining the theory/practice relation in a high school science register: A functional linguistic perspective. Journal of English for Academic Purposes, 5(4), 302–316.
- Naidu, R., Stanwick, J., & Frazer, K. (2017). Glossary of VET. National Centre for Vocational Education Research (NCVER).
- NDET. (2017). Core curriculum – values and principles for primary and secondary education. https://www.regjeringen.no/contentassets/53d21ea2bc3a4202b86b83cfe82da93e/core-curriculum.pdf
- Nguyen, V. C., & Meier, B. (2011). Theory of technical teaching – Teaching methods and process. C. Eigenverlag.
- Oestreich, P. (1923). Die elastische Einheitsschule: Lebens und Produktionsschule. Schwetschke.
- Orland-Barak, L., & Yinon, H. (2007). When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse. Teaching and Teacher Education, 23(6), 957–969.
- Pahl, J. P. (2007). Ausbildungs- und Unterrichtsverfahren: Ein Kompendium für den Lernbereich Arbeit und Technik (2nd ed.). W. Bertelsmann Verlag.
- Perry, W. G., Jr. (1970). Forms of intellectual and ethical development in the college years: A scheme. Holt, Rinehart & Winston.
- Pfahl, U. (2000). Handlungsorientierung als Ausbildungsprinzip. Verlag Kovač.
- Psillos, S., & Curd, M. (Eds.). (2010). The Routledge companion to philosophy of science (1st paperback ed.). Routledge.
- Psychofuturia.com. (n.d.). Empirical philosophy: History and meaning. https://www.psychofuturia.com/empirical-philosophy-history-and-meaning/
- Radović, S., Firssova, O., Hummel, H. G. K., & Vermeulen, M. (2020). Strengthening the ties between theory and practice in higher education: An investigation into different levels of authenticity and processes of re- and de-contextualisation. Studies in Higher Education, 46(12), 2710–2725. https://doi.org/10.1080/03075079.2020.1767053
- Reble, A. (1989). Hugo Gaudig: Ein Wegbereiter der modernen Erlebnispädagogik? Klaus Neubauer Verlag.
- Rodgers, R. F., & Widick, C. (1980). Theory to practice: Uniting concepts, logic, and creativity. In F. B. Newton & K. L. Ender (Eds.), Student development practices: Strategies for making a difference (pp. 3–25). Thomas.
- Shulman, L. S. (1998). Theory, practice, and the education of professionals. Elementary School Journal, 98(5), 511–526.
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–21.
- Stenberg, K., Rajala, A., & Hilppo, J. (2016). Fostering theory–practice reflection in teaching practicums. Asia-Pacific Journal of Teacher Education, 44(5), 470–485.
- Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (1st ed., pp. 273–284). SAGE Publications.
- Sloane, P. F. E. (2022). Re-reading Kerschensteiner today: Doing VET in German vocational schools – A search for traces. Journal of Philosophy of Education, 7(3), 408-424. https://doi.org/10.1111/1467-9752.12674
- Schurer, B. (1984). Gegenstand und Struktur der Lernhandlung. Bergisch Gladbach.
- Stexkes, A. (1991). Strukturmodelle der Handlungssituation, der Arbeitssituation und der Lernsituation. In W. Stratenwerth (Ed.), Auftragsorientiertes Lernen im Handwerk (Bd. 1). Bad Laasphe.
- Thompson, N. (2000). Theory and practice in human services (Rev. ed.). McGraw-Hill Education.
- TKCOM. (2018). Global teachers’ key competences framework. TKCOM Erasmus+ Project.
- Volpert, W. (1999). Wie wir handeln – was wir können: Ein Disput als Einführung in die Handlungspsychologie. Artefact Verlag.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Harvard University Press.
- Westbury, I., Hansén, S. E., Kansanen, P., & Björkvist, O. (2005). Teacher education for research-based practice in expanded roles: Finland’s experience. Scandinavian Journal of Educational Research, 49(5), 475–485.
- Weinert, F. E. (2000). Lehren und Lernen für die Zukunft – Ansprüche an das Lernen in der Schule. Pädagogische Nachrichten Rheinland-Pfalz, 2(00),1–16.
- Windschitl, M. (1999). The challenges of sustaining a constructivist classroom culture. Phi Delta Kappan, 80(10), 751–757.
- Witt, H. (2001). Forschungsstrategien bei quantitativer und qualitativer Sozialforschung. Forum Qualitative Sozialforschung: Qualitative Social Research, 2(1). https://doi.org/10.17169/fqs-2.1.969
- Wöll, G. (2011). Handeln: Lernen durch Erfahrung (3rd ed.). Schneider Verlag Hohengehren.
- Wren, J., & Wren, B. (2009). Enhancing learning by integrating theory and practice. International Journal of Teaching and Learning in Higher Education, 21(2), 258–265.
- Yin, R. K. (2013). Case study research: Design and methods (15th ed.). SAGE Publications.