Wider den „Methodenwahn“: Lernkulturentwicklung als Voraussetzung einer konsistenten Curriculumsentwicklung

The forthcoming curriculum development from framework curriculum to school curriculum according to the new Care Profession Act can be an opportunity for the further development of teaching quality in vocational schools. In an early discussion it is important to question the didactic action in one‘s own teaching practice within schools and across schools within the institutions. This is the starting point to develop this further and to prepare the curriculum development from a common didactic understanding of competence-oriented learning. In this article, the arc is drawn to describe the rationale behind a learning culture development that overcomes a one-sided methodological mania and focuses on vocational schools as learning organisations. The approach of transindividual learning is seen as a prerequisite for developing and implementing a consistent concept of competence-oriented learning at school level. The article thus answers the question of how the path can be shaped from the programmatics of didactic theory formation to concrete teaching practice.