Universität Wien

180135 SE Didactic Supervision for Practicum Teaching in MEd PP (2021W)

4.00 ECTS (2.00 SWS), SPL 18 - Philosophie
Continuous assessment of course work
REMOTE
Moodle

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).

Details

max. 25 participants
Language: German

Lecturers

Classes (iCal) - next class is marked with N

  • Tuesday 09.11. 13:15 - 15:15 Digital
  • Tuesday 16.11. 13:15 - 16:30 Digital
  • Tuesday 30.11. 13:15 - 16:30 Digital
  • Tuesday 14.12. 13:15 - 16:30 Digital
  • Tuesday 18.01. 13:15 - 16:30 Digital
  • Tuesday 01.02. 13:15 - 16:30 Digital

Information

Aims, contents and method of the course

Using the didactic triangle as a starting point, we will look at different components of teaching in this seminar. By discussing texts that address underlying questions of education and upbringing (Kant, Simmel, Adorno, Arendt Gruschka), we will examine the relationship between teachers and students, learning how to select appropriate teaching material. Furthermore, we will discuss issues related to the principle of prohibition of overpowering and indoctrination (“Überwältigungs- oder Indoktrinationsverbot“). As part of the seminar, we will discuss texts that discuss what comprises good teaching, but also look at key aspects of planning and teaching classes. Additionally, students will be required to plan series of lessons and put examples of their lessons into practice. Throughout the seminar, we will look at learning from different perspectives. For this purpose, we will briefly address general methods for text analysis, as well as means for in-depth analyses. Moreover, we will discuss Kant’s ideas on reason and power of judgement. Using current teaching projects, we will discuss the questions methodological and didactic organization of a classroom. The seminar aims at providing students with several opportunities to receive feedback on their teaching projects.Reading texts and writing short papers are mandatory. At the end of the seminar students will submit a written assignment on a theoretical concept discussed in the seminar. The seminar will be held as an online course.

Assessment and permitted materials

Form of assessment and permitted tools:- Regular and active participation- Preparation and following-up of sessions- Presentation of group assignments - Handing-in of written assignments

Minimum requirements and assessment criteria

MINIMUM REQUIREMENTS
Attendance: 80%
Positive grades on written assignments
positive grades on teaching sequence

WEIGHTING OF PARTIAL PERFORMANCES (reference points)
-participation: 30% (30 points)
-unit plan: 50% (50 points)
-written assignments: 20% (20 points)

Grading sheme:
grade 1 (sehr gut) 89-100 points
grade 2 (gut) 76-88 points
grade 3 (befriedigend) 63-75 points
grade 4 (genügend) 50-62 points

Examination topics

Assessment load equals the contents of this seminar.

Reading list

Literature will be announced at the beginning of the seminar and – as far as possible – uploaded to Moodle.
Pflichtliteratur:
Literatur wird im Laufe des Seminars bekannt gegeben auf Moodle zur Verfügung gestellt.
Gruschka, Andreas. 2019. Erziehung heißt Verstehen lernen. Ein Plädoyer für guten Unterricht. 2.
erweiterte und aktualisierte Auflage. Stuttgart : Reclam, 2019, S. 73-102 und 161-192.
Gruschka, Andreas. 2011. Verstehen lernen. Ein Plädoyer für guten Unterricht. Stuttgart : Reclam, 2011, S. 155-182.
Kant, Immanuel. Kritik der reinen Vernunft. [Hrsg.] Karl Vorländer. Hamburg : Felix Meiner, S. 234-239.
Kant, Immanuel. 1993. Kritik der Urteilskraft. [Hrsg.] Jens Timmermann. Hamburg : Felix Meiner, 1993, S. 14-17 und 144-147.
Martens, Ekkehard. 2021. Der dialogisch-pragmatische Ansatz.[Buchverf.] Martina Peters und Jörg
Peters. Moderne Philosophiedidaktik. Basistexte. 2. überarbeitete Auflage. Hamburg : Felix Meiner, 2021, S. 27-32.
Rehfus, Wulff. 2021. Der bildungstheoretisch identitätstheoretische Ansatz. [Buchverf.] Martina Peters und Jörg Peters. Philosophie-Didaktik. Basistexte. 2. überarbeitete Auflage. Hamburg : Felix Meiner, 2021, S. 33-42.
Rösch, Anita. 2021. Der kompetenzorientierte Ansatz. [Buchverf.] Martina Peters und Jörg Peters.
Philosophie-Didaktik. Basistexte. 2. überarbeitete Auflage. Hamburg : Felix Meiner, 2021, S. 107-120.
Simmel, Georg. 2004. Schulpädagogik, Kapitel 2: Von der Aufmerksamkeit und dem Lernen. [Hrsg.] Otthein Rammstedt und Torge Karlsruhen. Postume Veröffentlichungen. Schulpädagogik [Gesamtausgabe in 24 Bänden]. Frankfurt am Main : Suhrkamp, 2004, Bd. 20, S. 361-371, 391-398 und 399-406.

Association in the course directory

Last modified: Sa 08.07.2023 00:17