490115 VU Teaching Requirements and Implications (2016S)
Prüfungsimmanente Lehrveranstaltung
Labels
Please bring your own device
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 08.02.2016 12:00 bis Mo 22.02.2016 12:00
- Anmeldung von Fr 26.02.2016 10:30 bis Do 31.03.2016 12:00
- Abmeldung bis Do 31.03.2016 12:00
Details
max. 80 Teilnehmer*innen
Sprache: Englisch
Lehrende
- Elina Kuusisto
- Tobias Jussel (TutorIn)
Termine (iCal) - nächster Termin ist mit N markiert
Montag
04.04.
11:30 - 16:30
Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
Donnerstag
07.04.
11:30 - 16:30
Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
Freitag
08.04.
11:30 - 16:30
Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
Montag
11.04.
11:30 - 16:30
Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
Freitag
15.04.
11:30 - 16:30
Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
-Portfolio: You are expected to hand in a portfolio including all study tasks processed during the study unit.
-Final examination: You should apply theoretical concepts, compare articles, and express your opinionevaluate and use what you have heard and read.
-Final examination: You should apply theoretical concepts, compare articles, and express your opinionevaluate and use what you have heard and read.
Mindestanforderungen und Beurteilungsmaßstab
Prüfungsstoff
Literatur
Bebeau, M., Rest, J., & Narvaez, D. (1999). Beyond the promise: a perspective on research in moral education. Educational Researcher, 28 (4), 1826. (Lecture 4)
Bennett, M. (1993). Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivit. In M. Paige (Ed.), Education for the Intercultural Experience (pp. 20-72). Yarmouth, ME: Intercultural Press. (Lecture 7)
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development, 78 (1), 246263. (Lecture 6)
Damon, W., Menon, J., & Bronk, K.C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7 (3), 119128. (Lecture 5)
Rattan, A., Good, C, & Dweck, C.S. (2012). Its ok Not everyone can be good at math: Instructors with entity theory comfort (and demotivate) students. Journal of experimental psychology, 48, 731-737. (Lecture 6)
Tirri, K. (1999). Teachers perceptions of moral dilemmas at school. Journal of Moral Education, 28 (1), 3147. (Lecture 3)
Tirri, K., Husu, J., & Kansanen, P. (1999). The epistemological stance between the knower and the known. Teaching and Teacher Education, 15, 911-922. (Lecture 2)
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature. Journal for the Education of the Gifted, 27 (2), 119-145. (Lecture 8)
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., DMello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107 (4), 559-580. (Lecture 5)
Bennett, M. (1993). Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivit. In M. Paige (Ed.), Education for the Intercultural Experience (pp. 20-72). Yarmouth, ME: Intercultural Press. (Lecture 7)
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development, 78 (1), 246263. (Lecture 6)
Damon, W., Menon, J., & Bronk, K.C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7 (3), 119128. (Lecture 5)
Rattan, A., Good, C, & Dweck, C.S. (2012). Its ok Not everyone can be good at math: Instructors with entity theory comfort (and demotivate) students. Journal of experimental psychology, 48, 731-737. (Lecture 6)
Tirri, K. (1999). Teachers perceptions of moral dilemmas at school. Journal of Moral Education, 28 (1), 3147. (Lecture 3)
Tirri, K., Husu, J., & Kansanen, P. (1999). The epistemological stance between the knower and the known. Teaching and Teacher Education, 15, 911-922. (Lecture 2)
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature. Journal for the Education of the Gifted, 27 (2), 119-145. (Lecture 8)
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., DMello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107 (4), 559-580. (Lecture 5)
Zuordnung im Vorlesungsverzeichnis
Letzte Änderung: Mi 21.04.2021 13:39
-basic knowledge about teachers moral competence and students holistic growth in school context
-preparedness to apply what they have learned to the different practices of the educational program
-The study unit consist of 25 lectures, a portfolio of study tasks, and a final examination.
-The lectures consider the following questions:
How can teachers support students holistic growth?
What are moral dilemmas in schools and how should teachers solve them?
How can teachers individualize teaching and motivate diverse students?