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Action-Oriented Teaching: A German Framework for Integrating Theory and Socio-Professional Practice

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Title: Action-Oriented Teaching: A German Framework for Integrating Theory and Socio-Professional Practice
Language: English
Authors: Diep Phuong Chi, Martin D. Hartmann
Source: Journal of Teaching and Learning. 2026 20(1):7-31.
Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Theories, Theory Practice Relationship, Active Learning, Learner Engagement, Foreign Countries, Relevance (Education), Cognitive Development, Skill Development, Constructivism (Learning), Teaching Methods, Competence, Program Design, Program Implementation
Geographic Terms: Germany, Vietnam
ISSN: 1492-1154
1911-8279
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494663
Database: ERIC
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  Data: Action-Oriented Teaching: A German Framework for Integrating Theory and Socio-Professional Practice
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  Data: <searchLink fieldCode="AR" term="%22Diep+Phuong+Chi%22">Diep Phuong Chi</searchLink><br /><searchLink fieldCode="AR" term="%22Martin+D%2E+Hartmann%22">Martin D. Hartmann</searchLink>
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  Data: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
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  Data: 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.
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        PageCount: 25
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      – SubjectFull: Skill Development
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      – SubjectFull: Constructivism (Learning)
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      – SubjectFull: Teaching Methods
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