180075 SE Interdisciplinary Didactics (2023S)
Begleit-LV BEd Schulpraxis (SoSe II)
Continuous assessment of course work
Labels
Alle Informationen rund um die Fachbezogene Schulpraxis finden Sie hier:
https://ssc-lehrerinnenbildung.univie.ac.at/ssc-lehrerinnenbildung/praktikum/bachelorstudium/schulpraxis/
https://ssc-lehrerinnenbildung.univie.ac.at/ssc-lehrerinnenbildung/praktikum/bachelorstudium/schulpraxis/
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 14.11.2022 09:00 to Su 27.11.2022 23:00
- Deregistration possible until Mo 20.02.2023 15:20
Details
max. 25 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
Das Seminar und die Schulpraxis sind im selben Semester zu absolvieren. Die Zuteilung zu den Mentor*innen erfahren Sie vom Institut für LehrerInnenbildung. Planen Sie genügend Zeit für die Praxisphase an der Schule ein.
Mit der Anmeldung zu dieser Lehrveranstaltung stimmen Sie zu, dass die automatisierte Plagiatsprüfungs-Software Turnitin alle von Ihnen über Moodle eingereichten schriftlichen Teilleistungen prüft.Das unentschuldigte Fehlen in der ersten Einheit führt automatisch zur Abmeldung.ACHTUNG!! Die Lehrveranstaltung findet am 08.03.2023 nicht statt. Beginn der Lehrveranstaltung ist der 15.03.2023- Wednesday 15.03. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 22.03. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 29.03. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 19.04. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 26.04. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 03.05. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 10.05. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 17.05. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 24.05. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 31.05. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 07.06. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 14.06. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 21.06. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
- Wednesday 28.06. 16:45 - 18:15 Hörsaal. 2H NIG 2.Stock
Information
Aims, contents and method of the course
Assessment and permitted materials
Assessment
- Regular attendance and active participation in the seminar
- Preparation before and after seminar meetings
- Elaboration and presentations of assignments
- Elaboration of a teaching unit and feedback
- Submission of the elaboration of the teaching unit and one assignment as portfolio
- Regular attendance and active participation in the seminar
- Preparation before and after seminar meetings
- Elaboration and presentations of assignments
- Elaboration of a teaching unit and feedback
- Submission of the elaboration of the teaching unit and one assignment as portfolio
Minimum requirements and assessment criteria
Weighing of single performances
- Relevant contributions to the seminar discussion: 20 points
- Feedback to concept of a teaching unit: 10 points
- Concept of a teaching unit: 50 points
- Written assignments: 70 pointsA positive assessment of the seminar is based on 50 points.
1 (Sehr gut): 89-100 points
2 (Gut): 76-88 points
3 (Befriedigend): 63-75 points
4 (Genügend): 50-62 points
- Relevant contributions to the seminar discussion: 20 points
- Feedback to concept of a teaching unit: 10 points
- Concept of a teaching unit: 50 points
- Written assignments: 70 pointsA positive assessment of the seminar is based on 50 points.
1 (Sehr gut): 89-100 points
2 (Gut): 76-88 points
3 (Befriedigend): 63-75 points
4 (Genügend): 50-62 points
Examination topics
Issues discussed at the seminar
Reading list
Geiß, P. G. & Tulis, M. (2021). Psychologie unterrichten. Fachdidaktische Grundlagen für Deutschland, Österreich und der Schweiz. Opladen: UTB-Barbara Budrich.
Nolting, Hans-Peter, Psychologie lernen. Eine Einführung und Anleitung. 14. Aufl. Weiheim/Basel: Beltz, 2018.
Breitenstein, Peggy, Rohbeck, Johannes: Philosophie. Geschichte. Disziplinen. Kompetenzen. Stuttgart/Weimar: J. B. Metzler 2011.
Nolting, Hans-Peter, Psychologie lernen. Eine Einführung und Anleitung. 14. Aufl. Weiheim/Basel: Beltz, 2018.
Breitenstein, Peggy, Rohbeck, Johannes: Philosophie. Geschichte. Disziplinen. Kompetenzen. Stuttgart/Weimar: J. B. Metzler 2011.
Association in the course directory
Last modified: Fr 07.07.2023 13:07
The seminar aims at instructing teacher training students to reconsider basic issues of teaching psychology and philosophy, to get acquainted with working and teaching methods of psychology and philosophy classes and to be familiar with planning processes of psychology and philosophy lessons.Objectives:
In the seminar, students shall be familiarised with concepts of psychology and philosophy instruction. The assumptions of “good” psychology and philosophy classes are discussed, and planning requirements (limits of planning) are elucidated. In addition, the pedagogical principle of problem-orientation in psychology and philosophy shall be dealt with by analysing examples and designing “ice-breaker” activities at the beginning of classes with the help of freely selected discursive and creative materials. A survey of teaching materials and textbooks shall help students to find proper course materials for their internships at grammar and vocational schools.
Through a model series of lessons students get acquainted with teaching and working methods of psychology and philosophy classes and analytic thinking about competency-based teaching goals (attainments, skills and attitudes). The role of key questions in the teaching process is also promoted. Thus, students reconsider pedagogical possibilities and limits of designing single units and series of lessons.
Finally, students present a teaching unit, which they put into practice during their internship.
Depending on the needs and interests of the group, aspects of the design of classes (e. g., assessment) can be considered in greater depth, and psychological and philosophical working methods (case study, experiment, test, etc.; text interpretation, concept analysis, Socratic dialogue, ethical problem discussion, etc., respectively) can be dealt with.Methods
The seminar makes use of different methods such as theoretical contributions by teachers, group and partner work by students, presentations, and plenary discussions. Compulsory reading and short assignments are also part of the students’ workload.