[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588348-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-588348-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","action-oriented-teaching-a-german-framework-for-integrating-theory-and-socio-professional-practice","Action-Oriented Teaching - A German Framework for Integrating Theory and Socio-Professional Practice","","This study develops a comprehensive theoretical framework for action-oriented teaching grounded in the German approach, building on scholarship in German-speaking countries. It provides a process teachers can use to design and implement action-oriented teaching that strengthens students’ ability to apply academic content in realistic professional settings and social contexts. A qualitative method combines systematic literature review, grounded theory, and thematic analysis. Findings show a strong psychological foundation and the capacity to foster complex competencies, especially applying theory in professional and social situations.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/action-oriented-teaching-a-german-framework-for-integrating-theory-and-socio-professional-practice/588348/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/action-oriented-teaching-a-german-framework-for-integrating-theory-and-socio-professional-practice/588348.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main goal of this study on action-oriented teaching?","Question",{"text":62,"@type":63},"To develop a comprehensive theoretical framework for action-oriented teaching based on the German approach, and provide a design and implementation process for teachers.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which research method does the study use?",{"text":67,"@type":63},"It uses a qualitative approach combining systematic literature review, grounded theory, and thematic analysis.",{"name":69,"@type":60,"acceptedAnswer":70},"What competencies does action-oriented teaching aim to strengthen?",{"text":71,"@type":63},"It supports learners in building complex competencies, particularly the ability to apply theoretical knowledge in professional and social contexts.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},588348,1792211414,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Action-Oriented Teaching: A German Framework for Integrating Theory and Socio-Professional Practice  \nDiep Phuong Chi  \nHo Chi Minh City University of Technology and Engineering  \nMartin D. Hartmann  \nDresden University of Technology  \nAbstract  \nThe 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.  \nIntroduction  \nAction-oriented teaching originates from European vocational pedagogy and educational reform movements, with conceptual roots dating back to the eighteenth and nineteenth centuries. Early foundations are commonly associated with Johann Heinrich Pestalozzi (1746–1827), who advocated learning through integrated cognitive, emotional, and physical engagement (the idea of learning with the head, heart, and hands) . Pestalozzi emphasized organizing learners’ activities such as observation, self-activity, and productive work, and argued for unifying intellectual, moral, and physical education (Dieter, 1990) . His ideas strongly influenced German pedagogues Diesterweg (1790–1866) and Froebel (1782–1852) . Diesterweg further developed the concept of self-activity (Selbsttätigkeit), while Froebel introduced kindergarten education, supporting children's development through songs, through movement games, allowing children to work on their own with craft materials that children can shape and manipulate (e.g. clay, sand, string, beads, paper...), make their own products, observe and identify toys (Berger, 2021) . These reformers shared a core principle: learners develop knowledge and skills through active, multisensory participation in meaningful activities, a foundation that continues to shape action-oriented teaching.  \nDuring debates on vocational education in the German Empire and the Weimar Republic, diverse yet action-focused pedagogical approaches emerged. Gaudig emphasized spiritual freedom in learning (Gaudig, 1925), Oestreich proposed integrating learning with social production (Oestreich, 1923), and Kerschensteiner promoted manual work-oriented education (Kerschensteiner, 1912) . Both Gaudig and Kerschensteiner stressed learning through the creation of tangible products (Reble, 1989; Sloane, 2022) . Parallel developments occurred internationally, notably in the work of Dewey and Kilpatrick, who advanced learning by doing and project-based teaching as means for exploring reality through action (Dewey & Kilpatrick, 1935) . European reform educators such as Frei","cbCaims6g7a3rOku","https://ap.wps.com/l/cbCaims6g7a3rOku","pdf",296164,25,"English","# Abstract\n# Introduction\n## Historical foundations of action-oriented teaching\n## International and German-language scholarship\n## Persistent theory–practice gap in education\n## Study focus and proposed framework","[{\"question\":\"What is the main goal of this study on action-oriented teaching?\",\"answer\":\"To develop a comprehensive theoretical framework for action-oriented teaching based on the German approach, and provide a design and implementation process for teachers.\"},{\"question\":\"Which research method does the study use?\",\"answer\":\"It uses a qualitative approach combining systematic literature review, grounded theory, and thematic analysis.\"},{\"question\":\"What competencies does action-oriented teaching aim to strengthen?\",\"answer\":\"It supports learners in building complex competencies, particularly the ability to apply theoretical knowledge in professional and social contexts.\"}]","Action-Oriented Teaching - A German Framework for Integrating Theory and Socio-Professional Practice | PDF",1792065061,63]