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Work Experience Semester

Module name (EN): Work Experience Semester
Degree programme: Social work and early childhood, Bachelor, ASPO 01.10.2017
Module code: BSP-20
SAP-Submodule-No.: P322-0062
Hours per semester week / Teaching method: 2U+2SV (4 hours per week)
ECTS credits: 30
Semester: 5
Mandatory course: yes
Language of instruction:
BSP-20.1: /
BSP-20.2: Project report (PB) (nb/be)
BSP-20.3: /

[updated 20.05.2020]
Applicability / Curricular relevance:
BSP-20 (P322-0062) Social work and early childhood, Bachelor, ASPO 01.10.2017, semester 5, mandatory course
BSP-20 (P322-0062) Social work and early childhood, Bachelor, ASPO 01.10.2019, semester 5, mandatory course
60 class hours (= 45 clock hours) over a 15-week period.
The total student study time is 900 hours (equivalent to 30 ECTS credits).
There are therefore 855 hours available for class preparation and follow-up work and exam preparation.
Recommended prerequisites (modules):
Recommended as prerequisite for:
Module coordinator:

[updated 06.11.2017]
Learning outcomes:
BSP-20.1 Practical phase
After successfully completing this course, students will:
- have gained insight into professional practices and be able to reflect on the framework for professional action in the field of work.
- be able to identify connections between scientific study content and practical professional knowledge.
- be able to plan and justify interventions and other offers using methodological-didactic and theoretical knowledge.
In addition, students will:
- be able to communicate with professional and non-academic players in the field.
- be able to react to new, unclear and unusual tasks and organize further assistance if needed.
- be able to reflect on the multidisciplinary context of social work and childhood education and identify the risks of professional action.
BSP-20.2 Theory-Practice-Seminar
After successfully completing this course, students will:
- will be able to provide information on the scientific justification of action concepts,
Guidelines and Methods for Social Work and Childhood Education
- Students will be able to relate tasks and problems to theoretical and empirical knowledge and reflect critically on practical procedures with regard to this.
In addition, students will:
- be able to analyze practical experiences methodically and in particular, explore ambivalences and uncertainties.
- be able to make a diagnosis by recording problems and resources on a case-by-case basis.
- be able to write a written reflection on the respective case and make well-founded assessments based on scientific knowledge.
- be able to communicate scientific findings to practitioners.
BSP-20.3 Supervision and Collegial Advice
After successfully completing this course, students will:
- be familiar with methods of peer counselling, reflection and guiding groups.
- be able to use methods suitable for working with groups and in counselling settings.
- have developed skills for peer counselling and collaboration in the supervision group.
- be able to describe practical problems and accept support in complex situations.

[updated 20.05.2020]
Module content:
BSP-20.1 Practical Phase
During the practical phase, students will be able to make the connection between the theoretical content of their studies and its practical application. Under the professional guidance of experienced practitioners of social work and childhood education, students will be encouraged to complement their knowledge and skills with practical experience. They will learn about and be able to reflect on aspects of their future role as a professional and the different framework conditions of social work and childhood education. The course does not focus on action-related practice, but rather explores professional practices and the practical, scientific and political framework for professional action.
It is an integral part of the study program and will be supervised by lecturers.
BSP-20.2 Theory-Practice-Seminar
In preparation for the practical semester, students will take part in a week-long theory-practice-seminar. The framework conditions for the practical semester will be discussed, students will be introduced to the format of (training) supervision, they will be able to discuss their expectations with regard to their role during the practical semester and will receive a methodical introduction to the concept of "studying in practice" as way of learning.
During the practical phase, students will deal with socio-educational and childhood educational problems and questions which they will systematically analyze using observation protocols. The students´ observation protocols will serve as the foundation for an exemplary case analysis, which, by contrasting empirical findings with social science theories, will contribute to the application of social work methods by the students, as well as provide a solid foundation in social science and encourage self-reflection of their social work. The theory-practice seminar aims at combining scientific knowledge with practical knowledge and demonstrating the importance of internships as places of reflexive learning, both on the level of professional judgement, knowledge acquisition, and the development of a habitual approach to pedagogical uncertainty.
BSP-20.3 Supervision and Peer Counselling
The object of supervision is the reflection of work relationships. The supervision process focusses on students´ roles, their motives and value orientations. The setting is group supervision. Students will learn from one another. They will receive support from their fellow students in assessing the practice situation, forming a hypothesis and developing solutions. By actually applying common methods, the methods themselves become more transparent and understandable for students.
In addition to supervision, students will spend a total of 6 hours in intervision groups.

[updated 20.05.2020]
Teaching methods/Media:
Supervised study at the place of practical learning
- Independent study: reading and processing scientific literature
- Discussions in small groups and with the whole class
- Methodically conducted practice exploration (joint protocol analyses)
- Creation of an analysis of the field of work at the practice institution
- Creation of an exemplary case/situation analysis
- Ethnographic collage; ethnographic commentary; role playing
- (Training)supervision in the group
- Intervision
- Case discussion

[updated 20.05.2020]
Recommended or required reading:
Breidenstein, G.; Hirschauer, S.; Kalthoff, H.; Nieswand, B. (2013): Ethnografie. Die Praxis der Feldforschung. Stuttgart: UTB.
Freis, M. (2016): Wissensbasierung und Intelligenz von Organisationen im Modus der Relationierung von Wissen. In: Göhlich, M. et al. (Hrsg.): Organisation und Methode. Wiesbaden: V, pp. 213-223.
Fiebertshäuser, B. (2001): Feldforschung im Praktikum. Ein Konzept für das studienbegleitende Praktikum im Diplomstudiengang Erziehungswissenschaft. In: Schulze-Krüdener, J.; Homfeldt, H. G. (Hrsg.): Praktikum _ eine Brücke schlagen zwischen Wissenschaft und Beruf. Neuied/ Kriftel/ Berlin: Luchterhand Verlag, pp. 181-204.
Harmsen, T. (2014): Professionelle Identität im Bachelorstudium Soziale Arbeit. Wiesbaden: Springer VS.
Müller, B. (2001): Praktiker als Forscher Forschen als Praxis: Eine Wahlverwandtschaft? In: neue Praxis. Zeitschrift für Sozialarbeit, Sozialpädagogik und Sozialpolitik, 31. Jahrgang, Heft 1, pp. 3-8.
Riemann, G. (2009): Der Beitrag interaktionistischer Fallanalysen professionellen Handelns zur sozialwissenschaftlichen Fundierung und Selbstkritik der Sozialen Arbeit. In: Becker- Lenz, R. (Hrsg.): Professionalität in der Sozialen Arbeit. Standpunkte Kontroversen Perspektiven. Wiesbaden: VS Verlag, pp. 287-305.
Schubarth, Wilfried et al. (Hrsg.) (2012): Studium nach Bologna: Praxisbezüge stärken?! Praktika als Brücke zwischen Hochschule und Arbeitsmarkt. Wiesbaden: Springer VS.
Schulze-Krüdener, J.; Homfeldt, H.-G. (2001): Praktika: Pflicht oder Kür? Perspektiven und Ziele der Hochschulausbildung zwischen Wissenschaft und Beruf. In: ders. (Hrsg.): Praktikum eine Brücke schlagen zwischen Wissenschaft und Beruf. Neuwied; Krieftel: Luchterhand, pp. 205-016.
Völter, B. (2008): Verstehende Soziale Arbeit. Zum Nutzen qualitativer Methoden für die professionelle Praxis, Reflexion und Forschung. Forum Qualitative Sozialforschung/ Forum: Qualitative Social Research, 9(1), Art. 56,
Völter, B. (2013): Professionelles Handeln wahrnehmen und reflektieren lernen. In: Sozial Extra 11/12, pp. 23-26.

[updated 20.05.2020]
[Tue Aug 16 06:20:10 CEST 2022, CKEY=spg, BKEY=sp2, CID=BSP-20, LANGUAGE=en, DATE=16.08.2022]