Universität Wien FIND
Achtung! Das Lehrangebot ist noch nicht vollständig und wird bis Semesterbeginn laufend ergänzt.

490054 PS Praxisforschung (2022S)

empirical Research in adult education

2.00 ECTS (2.00 SWS), SPL 49 - Lehrer*innenbildung
Prüfungsimmanente Lehrveranstaltung
DIGITAL

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 20 Teilnehmer*innen
Sprache: Deutsch, Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

UPDATE 4.2.2022: Die Lehrveranstaltung wurde von Montag auf Freitag verschoben.

Freitag 18.03. 20:00 - 21:45 Digital
Freitag 25.03. 20:00 - 21:45 Digital
Freitag 01.04. 20:00 - 21:45 Digital
Freitag 08.04. 20:00 - 21:45 Digital
Freitag 29.04. 20:00 - 21:45 Digital
Freitag 06.05. 20:00 - 21:45 Digital
Freitag 13.05. 20:00 - 21:45 Digital
Freitag 20.05. 20:00 - 21:45 Digital
Freitag 27.05. 20:00 - 21:45 Digital
Freitag 03.06. 20:00 - 21:45 Digital
Freitag 10.06. 20:00 - 21:45 Digital
Freitag 17.06. 20:00 - 21:45 Digital
Freitag 24.06. 20:00 - 21:45 Digital

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

Adult learning differs from more conventional contexts of schooling and requires a different approach to the identification and evaluation of learner needs and learning outcomes. In Austria, there are seven adult secondary schools (“Abendgymnasien”) that offer adults the opportunity to take preparatory courses for the ‘Reifeprüfung’ examination (“Matura”).

As part of the Cooperation School Project, the Centre for Teacher Education has been cooperating with Abendgymnasium Wien in order to develop and strengthen organizational development measures. Empirical research in adult learning thus constitutes an additional institutional gain for schools and universities by creating efficient and practice-based cooperation possibilities.

In this proseminar, which is offered in cooperation with the Austrian Association for Legal Linguistics (AALL; ÖGRL), students will gain practical insights into the organisational structures of an Austrian adult secondary school and participate in processes of school development by means of their own empirical research activities. In doing so, students will gain experience in a mostly unfamiliar andragogical field of practice while at the same time being introduced to the reflection of practice.

Students learn to use methods of the social sciences such as, inter alia, classroom observation, questionnaire development, research interviews etc. and to perform analyses and evaluations of the data collected.

Real-life encounters and cooperation between teachers, academics and students are at the heart of the seminar and serve to enable students to carry out practical empirical research in an adult secondary school.

Empirical research is conducted in project teams and based on established approaches taken from social research methodologies, including quantitative, qualitative and mixed-method designs. Importantly, the questions to be dealt with in the project teams are obtained from andragogical practice in an adult secondary school and are selected due to their perceived significance by the institutions.

Students will frequently interact with the adult secondary school assigned to them. The project teams develop their own questions within the framework of the given framework topic and choose an appropriate research design in consultation with the course leader.
Towards the end of the semester, project teams provide research results that can be used for further projects. Delivering presentations and engaging in related exercises within their project teams, participants obtain an overview of the most common empirical research methods and are able to apply them directly to andragogical practice.

In addition to working in project teams during the course, students will make use of the resources on Moodle, which will support and facilitate communication among the participants.

In the course, the students will
• become acquainted with basic knowledge and skills in social science research methods,
research ethics and data protection law
• acquire skills of analysis and reconstruction by means of mixed-method analysis
• develop media skills through working with virtual learning platforms
• plan, carry out and reflect on teamwork
• obtain insights into project work and project management and apply these insights to a specific project
• gain experience in writing systematic and scientific reports
• develop skills in reflection

Art der Leistungskontrolle und erlaubte Hilfsmittel

The following criteria are used to assess students‘ performance:
• regular attendance and active participation (including online and on-site presence)
• willingness and ability to work in a team (assuming a certain role and area of responsibility)
• willingness and ability to carry out a research project in a team: (formulation of research
question / selection of research design / data collection / evaluation / presentation of results)
• ability to write a systematic and collaborative research report
• ability to keep a comprehensive and structured research diary
• willingness and ability to reflect on project work undertaken
• willingness and ability to engage in self-assessment of own learning processes

Mindestanforderungen und Beurteilungsmaßstab

Due to the process-related nature of the course, regular attendance is a basic requirement. In the case of special circumstances, up to four hours may be excused. This decision lies at the discretion of the course leader.
The submission of the written project report is obligatory.
Assessment scale:
• Participation: 20 points
• Presentation: 30 points
• Project report: 50 points

A positive assessment of the course requires 60 points:
• Sehr gut (1): 100-90 points
• Gut (2): 89-80 points
• Befriedigend (3): 79-70 points
• Genügend (4): 69-60 points
• Nicht genügend (5): 59-0 points

Prüfungsstoff

See ‘Information‘ above.

The seminar will be conducted in cooperation with

./1 Bundesgymnasium, Bundesrealgymnasium und Wirtschaftskundliche Realgymnasium für Berufstätige, Brünner Straße 72, A-1210 Vienna and

More detailed information will be provided in the first session.

Literatur

Altrichter, Herbert & Posch, Peter (1990): Lehrer erforschen ihren Unterricht: eine Einführung in die Methoden der Aktionsforschung. Bad Heilbrunn/Obb.: Klinkhardt.

Barnes, Jonathan (2018): Applying cross-curricular approaches creatively. Abingdon: Routledge.

Craft, Anna (2005): Creativity in schools: tensions and dilemmas. Abingdon: Routledge.

Cross-Durrant, Angela (2006): Lifelong education in the writings of John Dewey. International Journal of Lifelong Education 3(2), 115-125.

Eco, Umberto (2015): How to write a thesis. Cambridge: MIT Press.

Esselborn-Krumbiegel, Helga (2014) (3rd edition): Richtig wissenschaftlich schreiben. Wissenschaftssprache in Regeln und Übungen. Paderborn: Schöningh.

Knotzer, Stefan & Leisser, Daniel (2020): Die Datenschutzerklärung: Compliance in klarer und einfacher Sprache. Vienna: LexisNexis.

Latour, Bruno (1987): Science in action: how to follow scientists and engineers through society. Cambridge, Mass.: Harvard University Press.

Latour, Bruno & Woolgar, Steve (1979): Laboratory life: the social construction of scientific facts. London: Sage.

Green [Leisser], Daniel. 2021. Die partizipative Lücke im österreichischen Mandatsverfahren: Handlungswissen und Einstellungen bei Akteuren der Strafverfolgung. Berlin: De Gruyter.
Moore, Michael G. (ed.) (2013): Handbook of distance education. Abingdon: Routledge.

Moser, Heinz (2014): Instrumentenkoffer für die Praxisforschung: eine Einführung. Freiburg: Lambertus.

Schön, Donald A. (1983): The reflective practitioner: how professionals think in action. London: Template Smith.

Seawright, Jason (2016): Multi-method social science: combining qualitative and quantitative tools. Cambridge: Cambridge University Press.

Zuordnung im Vorlesungsverzeichnis

Letzte Änderung: Fr 18.03.2022 10:50