Eine forschende Haltung als Weg zur Professionalisierung im TTG

Abstract

This article raises the question of the extent to which inquiry-based learning in textile and technical design (TTG) could represent a suitable didactic basis for progressive professionalization. After the introduction, design is considered in an expanded understanding as a reference discipline for TTG. In the third chapter, the terms research and inquiry-based learning are placed in the design context. In the fourth section, the attitude of teachers is discussed as a prerequisite for sustainable change and the demand for a professional discourse is formulated. The extent to which the concepts of design pedagogy and cultural education can overlap and complement each other in school practice is then discussed.