490069 KU Soziale und Personale Kompetenzen (2023S)
Prüfungsimmanente Lehrveranstaltung
Labels
DIGITAL
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mi 01.02.2023 09:00 bis Mi 15.02.2023 09:00
- Anmeldung von Mi 22.02.2023 09:00 bis Di 28.02.2023 09:00
- Abmeldung bis Fr 17.03.2023 12:00
Details
max. 20 Teilnehmer*innen
Sprache: Deutsch, Englisch
Lehrende
Termine
DI 14.03.2023 14.00-18.30 Digital
DI 09.05.2023 14.00-20.00 Digital
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Students are expected to attend lectures and actively participate to discussions, case studies, research tasks and exercises. Moreover, students will have to hand in few assignments during the course.
Mindestanforderungen und Beurteilungsmaßstab
The students’ works will be evaluated on a scale from 0 to 100 points distributed as following:
- Attendance to the classes, class works and groupwork: 30 points.
- One short written report (assignment): 20 points.
- Final project: 50 points.The final grading:
- 1 (sehr gut): 89-100 points
- 2 (gut): 76-88 points
- 3 (befriedigend): 63-75 Punkte
- 4 (genügend): 50-62 points
- (nicht genügend): 0-49 pointsFor the final project, students will have to apply and show proficiency with the terminology and concepts used during the course. Some options for the topic of the final project will be suggested during the course.
- Attendance to the classes, class works and groupwork: 30 points.
- One short written report (assignment): 20 points.
- Final project: 50 points.The final grading:
- 1 (sehr gut): 89-100 points
- 2 (gut): 76-88 points
- 3 (befriedigend): 63-75 Punkte
- 4 (genügend): 50-62 points
- (nicht genügend): 0-49 pointsFor the final project, students will have to apply and show proficiency with the terminology and concepts used during the course. Some options for the topic of the final project will be suggested during the course.
Prüfungsstoff
All of the content covered in the course. Supporting learning material will be available on Moodle, such as presentations, papers, documents, videos, slides, reference literature.
Literatur
- Albrecht, N. J., Albrecht, P. M., & Cohen, M. (2012). Mindfully teaching in the classroom: a literature review. Australian Journal of Teacher Education, 37(12), n. 12.
- Brinkmann, M. (2015). Übungen der Aufmerksamkeit. In Aufmerksamkeit (pp. 199-220). Springer VS, Wiesbaden.
- Ergas O. (2014). Mindfulness in education at the intersection of science, religion, and healing. Critical Studies in Education, 55:1, 58-72.
- Francesconi, D. (2018). Eudaimonic Wellbeing and Education. In Galvin, K. T. (Ed.). Routledge International Handbook of Wellbeing. London, UK: Taylor and Francis Books. DOI: 10.4324/9781315724966-30.
- Francesconi, D., & Tarozzi, M. (2019). Embodied Education and Education of the Body: The Phenomenological Perspective. In Leib–Leiblichkeit–Embodiment (pp. 229-247). Springer VS, Wiesbaden.
- Francesconi, D., & Tarozzi, M. (2012). Embodied Education: A Convergence of Phenomenological Pedagogy and Embodiment. Studia Phaenomenologica, 12: 263-88. DOI: 10.7761/SP.12.263.
- Hirshberg, M. J., Flook, L., Enright, R. D., & Davidson, R. J. (2020). Integrating mindfulness and connection practices into preservice teacher education improves classroom practices. Learning and Instruction, 66, 101-298.
- Hyland, T. (2017). McDonaldizing spirituality: Mindfulness, education, and consumerism. Journal of Transformative Education, 15(4), 334-356.
- Hwan et al. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64: 26-42.
- Kaltwasser, V. (2016). Praxisbuch Achtsamkeit in der Schule. Beltz.
- Meiklejohn, J., Phillips, C., Freedman, M.L. et al. (2012). Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students. Mindfulness, 3: 291-307.
- Roeser R. W. et al. (2012). Mindfulness Training and Teachers’ Professional Development: An emerging area of research and practice. Child Development Perspectives, 6, 2: 167-173.
- Sharp, J.E. & Jennings, P.A. (2016). Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program. Mindfulness. 7: 209.
- Soloway, G. B. (2016). Preparing teacher candidates for the present: Investigating the value of mindfulness-training in teacher education. In Handbook of mindfulness in education (pp. 191-205). Springer, New York, NY.
- Brinkmann, M. (2015). Übungen der Aufmerksamkeit. In Aufmerksamkeit (pp. 199-220). Springer VS, Wiesbaden.
- Ergas O. (2014). Mindfulness in education at the intersection of science, religion, and healing. Critical Studies in Education, 55:1, 58-72.
- Francesconi, D. (2018). Eudaimonic Wellbeing and Education. In Galvin, K. T. (Ed.). Routledge International Handbook of Wellbeing. London, UK: Taylor and Francis Books. DOI: 10.4324/9781315724966-30.
- Francesconi, D., & Tarozzi, M. (2019). Embodied Education and Education of the Body: The Phenomenological Perspective. In Leib–Leiblichkeit–Embodiment (pp. 229-247). Springer VS, Wiesbaden.
- Francesconi, D., & Tarozzi, M. (2012). Embodied Education: A Convergence of Phenomenological Pedagogy and Embodiment. Studia Phaenomenologica, 12: 263-88. DOI: 10.7761/SP.12.263.
- Hirshberg, M. J., Flook, L., Enright, R. D., & Davidson, R. J. (2020). Integrating mindfulness and connection practices into preservice teacher education improves classroom practices. Learning and Instruction, 66, 101-298.
- Hyland, T. (2017). McDonaldizing spirituality: Mindfulness, education, and consumerism. Journal of Transformative Education, 15(4), 334-356.
- Hwan et al. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64: 26-42.
- Kaltwasser, V. (2016). Praxisbuch Achtsamkeit in der Schule. Beltz.
- Meiklejohn, J., Phillips, C., Freedman, M.L. et al. (2012). Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students. Mindfulness, 3: 291-307.
- Roeser R. W. et al. (2012). Mindfulness Training and Teachers’ Professional Development: An emerging area of research and practice. Child Development Perspectives, 6, 2: 167-173.
- Sharp, J.E. & Jennings, P.A. (2016). Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program. Mindfulness. 7: 209.
- Soloway, G. B. (2016). Preparing teacher candidates for the present: Investigating the value of mindfulness-training in teacher education. In Handbook of mindfulness in education (pp. 191-205). Springer, New York, NY.
Zuordnung im Vorlesungsverzeichnis
Letzte Änderung: Mo 13.03.2023 08:09
- Main definitions of teachers’ social and personal competences.
- Main definitions of teachers and students’ wellbeing.
- Effects of contemplative practices (e.g. mindfulness meditation and yoga) on teachers’ wellbeing.
- Contemplative practices for teachers and students: why and how to use them in the educational setting.
- Critical analysis of the use of contemplative practices in education.This course helps students to develop professional skills for the promotion of personal and social wellbeing. By the end of the course, students will acquire the following skills:
- Recognize and use technical terminology and concepts from the fields of wellbeing and contemplative practices.
- Evaluate and promote crucial aspects of personal and social wellbeing.
- Adopt basic elements of body-mind practices in educational settings to improve teachers and students’ wellbeing.
- Design and implement mindfulness activities in classroom.
- Develop critical and scientific attitude toward mindfulness meditation and the “contemplative turn” in education.The course will include frontal teaching, interactive discussions, case studies, group’s work, and experiential training. Teaching method is highly interactive and participatory. Learning activities are:
- Lectures with media support on central theoretical concepts and empirical topics.
- Plenary discussions.
- Small groups' work.
- One short written report and one final written project.
- Final presentation and discussion of the research project in plenary.
- Guided mindfulness experience.The main language of the course is English.