Universität Wien

180145 SE Supervisory Seminar for the Ethics Teaching Internship (2026S)

Sommersemester II

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

Summary

1 Schäfer , Moodle
Mo 16.03. 18:30-20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
2 Höller , Moodle
Tu 17.03. 13:15-14:45 Hörsaal 3F NIG 3.Stock
3 Helfritzsch , Moodle
Sa 06.06. 10:00-17:00 Hörsaal 3C, NIG Universitätsstraße 7/Stg. II/3. Stock, 1010 Wien

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 information is available for each group.

Groups

Group 1

Notice from the Director of Studies (SPL) Philosophy:

Submitting texts written entirely or partially by an AI tool (e.g., ChatGPT) as proof of academic performance (e.g., a seminar paper) is only permitted if this has been explicitly approved as a possible working method by the course instructor. Even in such cases, directly or indirectly cited passages must be clearly indicated with proper references.

To verify authorship of a submitted written assignment, the course instructor may require you to complete a graded oral discussion (plausibility check).

max. 19 participants
Language: German
LMS: Moodle

Lecturers

Classes (iCal) - next class is marked with N

  • Monday 09.03. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
  • Monday 23.03. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
  • Monday 13.04. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
  • Monday 20.04. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
  • Monday 27.04. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
  • Monday 04.05. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
  • Monday 11.05. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
  • Monday 18.05. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
  • Monday 01.06. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
  • Monday 08.06. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
  • Monday 15.06. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
  • Monday 22.06. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien
  • Monday 29.06. 18:30 - 20:00 Hörsaal 3D, NIG Universitätsstraße 7/Stg. III/3. Stock, 1010 Wien

Aims, contents and method of the course

The accompanying seminar aims to establish a dialogue between theory and practice, which on the one hand takes up concrete questions and issues from the school context and reflects on them in the light of philosophical, subject-didactic, and pedagogical discourses. In addition, we dealt with subject-specific topics – philosophical and philosophy-didactic – with regard to ethics education in schools.


Specifically, the course pursued three central goals:
(1) the reflection of teaching practice (one’s own & observed lessons -> diary entries)
(2) Core topics and problems in connection with teaching (pedagogical & didactic in nature)
(3) subject-specific elaboration and didactic preparation of ethical issues in the form of lesson concepts (curriculum topics)


Concrete, practice-oriented topics we dealt with during the semester (selection):


*Classroom disruptions* – What they are, how they manifest, where they come from, what the causes are, what problems they mean for whom, how to deal with them


*Emotion & motivation in learning* – How to create a positive and productive classroom climate in different classes/modalities, the role of feedback, «catching up on material», setting and communicating standards, the status and modalities of ethics teaching in schools


*Lesson preparation* – Textbooks, lesson planning, self-organization, setting goals


*Student–teacher relationship* – Professionalism, closeness and distance, connections between relationship—learning—teaching, working on the S–T relationship, pitfalls and opportunities


*Social and institutional field of tension: school*


Method: We worked with and on diary entries, specialist literature from the fields of philosophy and ethics didactics as well as educational science, materials and textbooks, as well as lesson drafts.


Assessment and permitted materials

The overall grade consists of the following three components: 40% participation, 30% presentation, and 30% final report. Participation is assessed throughout the semester, during the seminar, and through homework assignments. The final report must be submitted by 28 February 2026 (one month after the end of the seminar).

Minimum requirements and assessment criteria

The seminar focuses on active participation throughout the semester. This includes both theoretical and practical components during the course, as well as high-quality homework assignments. In addition, students develop a teaching concept for two lessons, which they present in a short presentation. This concept is then revised based on feedback and incorporated into the final report. The final report consists of observation reports from the internship, the teaching concept, and responses to open reflection questions.
Grading breakdown:
40% participation (max. 40 points)
30% presentation (max. 30 points)
30% final report (max. 30 points)
A maximum of 100 points can be achieved.
Overall grading scale:
Grade 1 (Sehr gut / Excellent): 90–100 points
Grade 2 (Gut / Good): 80–89 points
Grade 3 (Befriedigend / Satisfactory): 70–79 points
Grade 4 (Genügend / Pass): 60–69 points
Grade 5 (Nicht genügend / Fail): 0–59 points

Examination topics

The assessment is immanent.

Reading list

Literature includes, i.a.:
Bayertz, K. (1991). Praktische Philosophie: Grundorientierungen angewandter Ethik.
Blake, M., Frey, R., & Wellman, C. H. (2003). A Companion to Applied Ethics.
Bridges, D. (1996). Competence-based education and training: Progress or villainy? Journal of Philosophy of Education, 30(3), 361–376.
Brown, R. (2018). Knowledge, education, and cultural change: Papers in the sociology of education. Routledge.
Cohen, A. I., & Wellman, C. H. (2014). Contemporary debates in applied ethics. John Wiley & Sons.
Hand, M., & Levinson, R. (2012). Discussing controversial issues in the classroom. Educational Philosophy and Theory, 44(6), 614–629.
Hübner, D. (2021). Einführung in die philosophische Ethik. UTB.
Jonas, H. (2020). Das Prinzip Verantwortung: Versuch einer Ethik für die technologische Zivilisation| Der Klassiker von Hans Jonas–mit einem Nachwort von Robert Habeck. Suhrkamp Verlag.
Leist, A. (2015). Die gute Handlung: Eine Einführung in die Ethik (Vol. 4). Walter de Gruyter GmbH & Co KG.
Liessmann, K. P. (2012). Theorie der Unbildung: Die Irrtümer der Wissensgesellschaft. Paul Zsolnay Verlag.
Pieper, A. (2017). Einführung in die Ethik. utb.
Siegel, H. (1988). Educating reason: Rationality, critical thinking and education. Routledge.
Siegel, H. (1999). What (good) are thinking dispositions? Educational Theory, 49(2).
Siegel, H. (2013). Rationality redeemed?: Further dialogues on an educational ideal. Routledge.
Smith, A. (2010). The theory of moral sentiments. Penguin.
Sockett, H. (2012). Knowledge and virtue in teaching and learning: The primacy of dispositions. Routledge.
Thomson, A. (2002). Critical reasoning in ethics: A practical introduction. Routledge.
Widdows, H. (2014). Global ethics: An introduction. Routledge.
Zagzebski, L. T. (1996). Virtues of the mind: An inquiry into the nature of virtue and the ethical foundations of knowledge. Cambridge University Press

Group 2

Notice from the Director of Studies (SPL) Philosophy:

Submitting texts written entirely or partially by an AI tool (e.g., ChatGPT) as proof of academic performance (e.g., a seminar paper) is only permitted if this has been explicitly approved as a possible working method by the course instructor. Even in such cases, directly or indirectly cited passages must be clearly indicated with proper references.

To verify authorship of a submitted written assignment, the course instructor may require you to complete a graded oral discussion (plausibility check).

max. 19 participants
Language: German
LMS: Moodle

Lecturers

Classes (iCal) - next class is marked with N


Both parts this course and the practical part at school have to be completed during the same semester.

The course is offered exclusively on campus (lecture hall).

By registering for this course, you tacitly agree to having all your electronic submissions checked by
Turnitin.

An unexcused absence in the first unit will result in an automatic exclusion from the course.
andreas.hoeller@univie.ac.at

  • Tuesday 10.03. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 24.03. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 14.04. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 21.04. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 28.04. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 05.05. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 12.05. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 19.05. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 26.05. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 02.06. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 09.06. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 16.06. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 23.06. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock
  • Tuesday 30.06. 13:15 - 14:45 Hörsaal 3F NIG 3.Stock

Aims, contents and method of the course


Objectives
- Observation, planning, implementation, and deliberation of lessons taking into account both traditional and innovative teaching methods
- Methodological adaptations that tie into the previous knowledge of students
- Consideration of the practical experiences as a whole

Content
The students are expected to take a critical look at the contents of current curricula of the subject ethics and to design lesson units. In doing so, they will deepen their knowledge of both didactics and methodology with regard to a constructivist understanding of both teaching and learning. Each lesson unit is expected to be tested during the course of the practical part of the training. The seminar, on the other hand, provides the students with an opportunity to reflect on relevant issues and to participate in an ongoing exchange of experiences.

Method
There will be an introductory presentation of the teaching methods, models of planning as well as relevant topics such as: curriculum, individual teaching units, and the testing format of the high school graduation. Based on this, the students, will develop teaching units which they will implement as part of a teaching simulation with the participants. The feedback of the seminar group will serve as a basis for improving and optimizing the created documents.

Assessment and permitted materials

The overall performance will be evaluated as follows:
- engaged participation in the discussions during class meetings
- Implementation of teaching simulation
- Submission of all documents on time
- Attendance (a maximum of two absences)

Minimum requirements and assessment criteria

Minimum requirements and measure of assessment
- development and presentation of the teaching materials including a comprehensible documentation of the records for all participants
- a completed paper (report)

1: 100-90 points
2: 89-81 points
3: 80-71 points
4: 70-60 points
5: 59-00 points

Participation during the course: 35 points. Simulation: 35 points. Report: 30 points.

Examination topics

Testing Material
Models, theories and methods for teaching Ethics as well as respective subject matters, Theory of Constructivist Learning

Reading list

Blesenkemper, Klaus/Vering, Axel: Praxissemester Philosophie und Ethik. Basiswissen Philosophie. Wien: utb Verlag 2023.
Kossmeier, Elisabeth: Einzelnen gerecht werden. Chancen und Herausforderungen für einen Unterricht in heterogenen Klassen. 3. Auflage. PH Oberösterreich: ÖZEPS 2013.
Kunter, Mareike/Trautwein, Ulrich: Psychologie des Unterrichts. Standard Wissen Lehramt. Paderborn: Ferdinand Schöningh 2018.
Lacina, Katharina: Reflexionen. Das Philosophiebuch. Wien: hpt 2014.
Lacina, Katharina/Kitzberger, Anita/Höller, Andreas: Ethik 1 BHS. Diskurs und Orientierung. Wien: htp-Verlag 2021.
Liessmann, Konrad-Paul/Zenaty, Gerhard/Lacina, Katharina: Vom Denken. Eine Einführung in die Philosophie. 6. Auflage. Wien: Braumüller 2018.
Martens, Ekkehard: Methodik des Ethik- und Philosophieunterrichts. Philosophieren als elementare Kulturtechnik. 8. Auflage. Hannover: Siebert 2014.
Mattes, Wolfgang: Methoden für den Unterricht. Kompakte Übersicht für Lehrende und Lernende. Darmstadt: Schöningh 2011.
Pfister, Jonas: Fachdidaktik Philosophie. 2. Auflage. Wien: UTB 2014.
Reich, Kersten: Konstruktivistische Didaktik. Lehr- und Studienbuch mit Online-Methodenpool. 5. Auflage. Basel: Beltz Verlag 2012.
Rohbeck, Johannes: Didaktik der Philosophie und Ethik. 4., erweiterte Auflage. Dresden: Thelem 2016.
Vosniadou, Stella/Brewer, William: „Mental Models of the Earth: A Study of Conceptual Change in Childhood.“ In: Cognitive Psychology. 24/1992, S. 535-585.

Group 3

Notice from the Director of Studies (SPL) Philosophy:

Submitting texts written entirely or partially by an AI tool (e.g., ChatGPT) as proof of academic performance (e.g., a seminar paper) is only permitted if this has been explicitly approved as a possible working method by the course instructor. Even in such cases, directly or indirectly cited passages must be clearly indicated with proper references.

To verify authorship of a submitted written assignment, the course instructor may require you to complete a graded oral discussion (plausibility check).

max. 19 participants
Language: German
LMS: Moodle

Lecturers

Classes (iCal) - next class is marked with N

  • Saturday 13.06. 10:00 - 17:00 Hörsaal 3C, NIG Universitätsstraße 7/Stg. II/3. Stock, 1010 Wien
  • Saturday 20.06. 10:00 - 17:00 Hörsaal 3C, NIG Universitätsstraße 7/Stg. II/3. Stock, 1010 Wien
  • Saturday 27.06. 10:00 - 17:00 Hörsaal 3C, NIG Universitätsstraße 7/Stg. II/3. Stock, 1010 Wien

Aims, contents and method of the course

- Eigenständige Planung des Unterrichts unter fachdidaktischen Grundsätzen, Unterstützung, Umsetzung des Unterrichts und theoriegeleitete Reflexion (fachlich, didaktisch)
- Reflexion des Rollenverständnis als Lehrperson
- Verknüpfung von Lehrinhalte mit fachadäquaten (allgemeinen und fachspezifischen) Unterrichtsmethoden
- Entwicklung von Stundenbilder. Übung im Umgang mit Feedback, Unterrichtsablauf und Störungen, Beobachtung und Analyse des Unterrichtgeschehens über empfohlene oder selbst gesetzte Schwerpunkte; Austausch über schulpraktische Erfahrungen; professionelle Reflexion der Praxiserfahrung.
Inhalte und Methode der Lehrveranstaltung:
Vorbereitung, Begleitung und Nachbereitung der Praxisphase, Verbindung zu Theorie, Reflexion des Rollenbildes und der Unterrichtseinheiten. Praxisorientierte Auseinandersetzung mit Lehrplan, Unterrichtsplanung, Sicherung des Unterrichtsertrags.

Assessment and permitted materials

- Präsentation/Simulation und Dokumentation einer bereits gehaltenen oder vorbereiteten Unterrichtssequenz (15 %)
- Ausarbeitung von Unterrichtseinheiten bassierend auf einer Basis Quelle, die mehrere Aspekte des Lehrplans abdeckt, um eine intensive und komplexe Beschäftigung mit der Quelle zu ermöglichen. (40 %)
- vollständiger Praktikumsbericht (50%)
-Aktive Mitarbeit und Peer-Feedback

Minimum requirements and assessment criteria

Regelmäßige Anwesenheit

Eine positive Bewertung aller Prüfungsteile

Näheres zu den Kriterien und dem Maßstab finden Sie hier: https://documentcloud.adobe.com/link/review?uri=urn:aaid:scds:US:7eda1a6c-2fd3-490f-8541-964987966b94

Examination topics

Der Inhalt der LV.

Reading list

Dahr Jamail, Stan Rushworth: "Wir stehen in der Mitte der Unendlichkeit", Berlin 2024 (Auszüge).

Pierre Bourdieu: "Die feinen Unterschiede", Frankfurt a.M. 1982, Auszüge.
- : "Der Habitus als Vermittlung zwischen Struktur und Praxis" in ders.: "Habitus und Praxis", Berlin 2020.

bell hooks: "Teaching to Transgress. Education as the Practice of Freedom", London/New York 1994.

Daniel Löffelmann & Mario Ziegler: "Unterricht im Zeichen von Wahrnehmung und Darstellung. Philosophische Anstiftung zu einer unzeitgemäßen Didaktik", Freiburg/München 2020.

Maureen Maisha Eggers, Grada Kilomba, Peggy Piesche, Susan Arndt (Hrsg.): "Mythen, Masken und Subjekte. Kritische Weißseinsforschung in Deutschland", Münster 2020.

Käte Meyer-Drawe: "Diskurse des Lernens", München 2008.

Lehrpläne der AHS: https://www.ris.bka.gv.at/NormDokument.wxe?Abfrage=Bundesnormen&Gesetzesnummer=10008568&Artikel=&Paragraf=&Anlage=1&Uebergangsrecht=

Association in the course directory

Last modified: Fr 06.03.2026 00:02