490069 KU Social and Personal Competencies (2025W)
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 Mo 01.09.2025 09:00 bis Mo 15.09.2025 09:00
- Anmeldung von Di 23.09.2025 09:00 bis Mo 29.09.2025 09:00
- Abmeldung bis Fr 17.10.2025 12:00
Details
max. 20 Teilnehmer*innen
Sprache: Deutsch, Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
- N Dienstag 18.11. 13:15 - 16:30 Digital
- Dienstag 25.11. 13:15 - 16:30 Digital
- Dienstag 02.12. 13:15 - 16:30 Digital
- Dienstag 09.12. 13:15 - 16:30 Digital
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Hinweis der SPL:
Die Verwendung von KI-Tools (z. B. ChatGPT) für die Produktion von Texten ist nur dann erlaubt, wenn dies von der Lehrveranstaltungsleitung ausdrücklich gefordert wird (z. B. für einzelne Arbeitsaufgaben).
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Students are expected to attend lectures and actively participate in discussions, case studies, research tasks, and exercises. For the final examination at the end of the seminar, students may choose between a written assignment and an oral examination.The use of Artificial Intelligence (AI) is permitted for written assignments in this course. Please inform the lecturer and discuss the modalities with him.
Die Verwendung von KI-Tools (z. B. ChatGPT) für die Produktion von Texten ist nur dann erlaubt, wenn dies von der Lehrveranstaltungsleitung ausdrücklich gefordert wird (z. B. für einzelne Arbeitsaufgaben).
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Students are expected to attend lectures and actively participate in discussions, case studies, research tasks, and exercises. For the final examination at the end of the seminar, students may choose between a written assignment and an oral examination.The use of Artificial Intelligence (AI) is permitted for written assignments in this course. Please inform the lecturer and discuss the modalities with him.
Mindestanforderungen und Beurteilungsmaßstab
Hinweis der SPL:
Da die aktive Mitarbeit und Zusammenarbeit der Studierenden notwendig ist, besteht für pi-Lehrveranstaltungen eine Anwesenheitspflicht von 100 %. Fehlzeiten werden ausschließlich in begründeten Fällen und nur mit entsprechender Bestätigung entschuldigt und müssen der LV-Leitung vorgelegt werden.
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Note from the SPL:
As active participation and cooperation on the part of students is essential, attendance at pi courses is compulsory. Absences will only be excused in justified cases and with appropriate confirmation, and must be submitted to the course instructor.
---------------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.
- Formative assessments during each session: 20 points.
- Final project (either written or oral exam): 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.An oral examination may be arranged upon request in place of the final project.
Da die aktive Mitarbeit und Zusammenarbeit der Studierenden notwendig ist, besteht für pi-Lehrveranstaltungen eine Anwesenheitspflicht von 100 %. Fehlzeiten werden ausschließlich in begründeten Fällen und nur mit entsprechender Bestätigung entschuldigt und müssen der LV-Leitung vorgelegt werden.
---------------------
Note from the SPL:
As active participation and cooperation on the part of students is essential, attendance at pi courses is compulsory. Absences will only be excused in justified cases and with appropriate confirmation, and must be submitted to the course instructor.
---------------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.
- Formative assessments during each session: 20 points.
- Final project (either written or oral exam): 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.An oral examination may be arranged upon request in place of the final project.
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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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: Fr 14.11.2025 12:28
• The main definitions of teachers' and students' wellbeing.
• The usage, effects, and potential issues of contemplative practices in educational settings.
• How to design and implement educational projects focused on quality of life in schools.
• The concept of Bildungsgrätzl and its impact on quality of life in Vienna.
• The Quality of Life Movement, including relevant policies and indexes.This course will enable students to develop professional skills and awareness in the domain of personal and social wellbeing within educational contexts. By the end of the course, students will acquire the following competencies:
• Recognize and employ technical terminology and concepts from the fields of wellbeing education.
• Evaluate and enhance key aspects of personal and social wellbeing.
• Integrate fundamental elements of body-mind practices in educational settings to improve the wellbeing of teachers and students.
• Design and implement well-being activities in the classroom.
• Cultivate a critical and scientific perspective on wellbeing policies and indexes.The course will encompass frontal teaching, interactive discussions, case studies, group work, and experiential training. The teaching method is highly interactive and participatory. Learning activities include:
• Lectures with media support on central theoretical concepts and empirical topics.
• Plenary discussions.
• Small group work.
• Final presentation and discussion of research projects in plenary.
• Guided mindfulness experiences.In this course, we employ a combination of formative and summative assessments. At the end of each session, there will be a dialogic or written evaluation to ensure the acquisition of the main concepts covered. At the conclusion of the entire seminar, and under the supervision of the lecturer, students will be required to prepare a final project based on the knowledge acquired during the course.The primary language of instruction for this course is English, German language is also possible.The use of Artificial Intelligence for written works throughout the seminar and for the final project is permitted, provided it is shared with the lecturer.