490180 SE Seminar on Research Methods: Professional Accountability, Evaluation and Practitioner Research (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. 25 Teilnehmer*innen
Sprache: Deutsch, Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
- N Freitag 21.11. 13:15 - 19:30 Digital
- Samstag 22.11. 10:00 - 16:15 Digital
- Freitag 05.12. 13:15 - 19:30 Digital
- Samstag 06.12. 10:00 - 13:45 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 required to attend lectures and actively participate in discussions, case studies, research tasks, and exercises. Additionally, students are expected to submit one assignment and develop a research project throughout the duration of the course.
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 required to attend lectures and actively participate in discussions, case studies, research tasks, and exercises. Additionally, students are expected to submit one assignment and develop a research project throughout the duration of the course.
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’ work will be evaluated on a scale from 0 to 100 points distributed as following:
- Attendance and participation to the classes, class work and groupwork : 20 points.
- One written report (first assignment): 30 points.
- Final project (second assignment): 50 points.The final grading:
- 1 (sehr gut): 89-100 points
- 2 (gut): 76-88 points
- 3 (befriedigend): 63-75 points
- 4 (genügend): 50-62 points
- (nicht genügend): 0-49 pointsFor the final project, students will have to apply and show proficiency regarding terminology and concepts used during the course. A few options for the topics of the final projects will be suggested during the course.
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’ work will be evaluated on a scale from 0 to 100 points distributed as following:
- Attendance and participation to the classes, class work and groupwork : 20 points.
- One written report (first assignment): 30 points.
- Final project (second assignment): 50 points.The final grading:
- 1 (sehr gut): 89-100 points
- 2 (gut): 76-88 points
- 3 (befriedigend): 63-75 points
- 4 (genügend): 50-62 points
- (nicht genügend): 0-49 pointsFor the final project, students will have to apply and show proficiency regarding terminology and concepts used during the course. A few options for the topics of the final projects will be suggested during the course.
Prüfungsstoff
Examination is based on attendance and participation to the classes, class work and groupwork, plus the first and second assignment. The two assignments will be handed in in written form. Oral examination is possible upon students' request. Students are required to be familiar with all the content and material presented during the course. Supporting learning material such as presentations, papers, documents, videos, slides, and reference literature will be available on Moodle.
Literatur
- Attia, M., & Edge, J. (2017). Be (com) ing a reflexive researcher: a developmental approach to research methodology. Open Review of Educational Research, 4(1), 33-45.
- Biesta, G. (2020). Risking ourselves in education: Qualification, socialization, and subjectification revisited. Educational theory, 70(1), 89-104.
- Cochran-Smith, M., & Lytle, S. L. (2015). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
- Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. In Research on teacher identity (pp. 61-70). Springer, Cham.
- Francesconi, D. (in preparation). What is Embodied Education.
- Hine, G. S. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23 (2), 151-163.
- Ison, R. L. (2008). Systems thinking and practice for action research. In: Reason, Peter W. and Bradbury,Hilary eds. The Sage Handbook of Action Research Participative Inquiry and Practice (2nd edition). London, UK:Sage Publications, pp. 139–158.
- Knight, P. (2002). A systemic approach to professional development: learning as practice, Teaching and Teacher Education, 18 (3): 229-241.
- Macedonia, M. (2019). Embodied learning: Why at school the mind needs the body. Frontiers in psychology, 10, 2098.
- Menter, I., Elliot, D., Hulme, M., Lewin, J., & Lowden, K. (2011). A guide to practitioner research in education. Sage.
- Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom. Sage.
- Shapiro, L., & Stolz, S. A. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19-39.
- Biesta, G. (2020). Risking ourselves in education: Qualification, socialization, and subjectification revisited. Educational theory, 70(1), 89-104.
- Cochran-Smith, M., & Lytle, S. L. (2015). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
- Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. In Research on teacher identity (pp. 61-70). Springer, Cham.
- Francesconi, D. (in preparation). What is Embodied Education.
- Hine, G. S. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23 (2), 151-163.
- Ison, R. L. (2008). Systems thinking and practice for action research. In: Reason, Peter W. and Bradbury,Hilary eds. The Sage Handbook of Action Research Participative Inquiry and Practice (2nd edition). London, UK:Sage Publications, pp. 139–158.
- Knight, P. (2002). A systemic approach to professional development: learning as practice, Teaching and Teacher Education, 18 (3): 229-241.
- Macedonia, M. (2019). Embodied learning: Why at school the mind needs the body. Frontiers in psychology, 10, 2098.
- Menter, I., Elliot, D., Hulme, M., Lewin, J., & Lowden, K. (2011). A guide to practitioner research in education. Sage.
- Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom. Sage.
- Shapiro, L., & Stolz, S. A. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19-39.
Zuordnung im Vorlesungsverzeichnis
Letzte Änderung: Fr 19.09.2025 17:28
Students will be guided in developing and reinforcing their professional identity as research-practitioners, capable of combining specific educational theories with didactical strategies, while remaining open to continuous learning and experimentation.Throughout this seminar, students will explore a specific educational approach, Embodied Education, and a specific research method, Action Research. The former is an educational theory that reframes the role of the body in teaching and learning, while the latter is a practical tool that enables teachers to understand and transform their educational contexts. Students will also become acquainted with key professional resources and strategies essential for teachers, such as scientific literature databases, academic publications, professional networks, and conferences.Building on the theory of Embodied Education and under the guidance of the lecturer, students will conceptualize, design, and plan a research project based on their own interests. Throughout this process, they will work both individually and collaboratively to reflect on their professional identities and social responsibilities.Specific topics of the course are:
- Introduction to Embodied Education theory.
- Introduction to Action-Research.
- Action-Research project.
- Scientific and research skills for teachers.Students will acquire the following skills:
- Developing epistemological awareness and applying the principles of Embodied Education to real school environments.
- Designing Action-Research projects.
- Developing awareness about the role of teachers in modern society.
- Strengthening scientific and research skills essential for the teacher-as-researcher.The teaching method is highly interactive and participatory. Learning activities are:
- Lectures with media support on relevant theoretical concepts and empirical themes.
- Plenary discussions of concrete examples, case studies, simulations, and methodological procedures.
- Research assignments and written elaboration.
- Brief presentation of selected work assignments.
- Literature research and review.
- Continuous work in small groups.
- Guided work.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.