190049 PS BM 5 Exemplification of Education Theories (AHP+DU+SB) (2024W)
Macht und Interaktion. Theoretische Perspektiven auf Schule.
Continuous assessment of course work
Labels
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 02.09.2024 06:30 to Tu 24.09.2024 09:00
- Registration is open from Th 26.09.2024 11:00 to Mo 30.09.2024 09:00
- Deregistration possible until Tu 15.10.2024 09:00
Details
max. 25 participants
Language: German, English
Lecturers
Classes (iCal) - next class is marked with N
- Monday 07.10. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- Monday 14.10. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- Monday 21.10. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- Monday 28.10. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- Monday 04.11. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- Monday 11.11. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- Monday 18.11. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- Monday 25.11. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- Monday 02.12. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- Monday 09.12. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- N Monday 16.12. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- Monday 13.01. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- Monday 20.01. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
- Monday 27.01. 11:30 - 13:00 Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
Information
Aims, contents and method of the course
Assessment and permitted materials
• Literary journal (4% per entry, 20% total): In preparation for six units, students keep a literary journal in which they record their experiences reading the material.• Task 1 'Question' (15%): In this task, a scientific question should be developed that can be addressed in the course of an educational work on the topic of 'school theory and school criticism'. The choice of question should be justified and at least five sources relevant to the question should be correctly cited. At least two of these sources should be journal articles.
Assessment: The research question is clearly and unambiguously formulated (4%). The choice of research question is conclusively justified (4%). The literature mentioned is useful in view of the research question. This is scientific literature (4%). Formal criteria are adhered to (scientific quality: no plagiarism, no AI, institute citation rules, spelling, grammar) (3%).• Task 2 'Introduction, table of contents and first chapter' (10%): The students expand 'Task 1' on the question into an introduction for the introductory seminar paper. The feedback on task 1 should be taken into account. In addition, a (provisional) table of contents should be submitted and one of the chapters should be developed.
Assessment: The introduction is written in a comprehensible manner and the question is coherently derived (3%). The table of contents is clearly formulated and concise (3%). The first chapter is appropriate in terms of the question and is comprehensibly written/conclusively argued (4%).• Task 3 'Presentation' (20%): The students should present their research question and the derivation of it and present initial results in a 15-minute presentation with media support (of whatever form).
The presentations are held in small groups. The other students should be involved in this presentation at least once through an interactive element.
Assessment (mutual and consensual assessment by the students): Contents of the presentation are coherent and comprehensible (10%), participants are integrated interactively (5%), media support is used sensibly (5%).• Essay (35%): The pro-seminar work/essay represents an independent scientific discussion of one's own question (task 1), which already integrates an introduction, table of contents and a chapter from task 2. In addition, there is the complete elaboration of the other chapters, including the conclusion and bibliography.
Assessment: The research question is clearly and unambiguously formulated (4%). The choice of research question is conclusively justified (4%). The literature mentioned is useful in view of the research question. This is scientific literature (4%). Formal criteria are adhered to (scientific quality: no plagiarism, no AI, institute citation rules, spelling, grammar) (3%).• Task 2 'Introduction, table of contents and first chapter' (10%): The students expand 'Task 1' on the question into an introduction for the introductory seminar paper. The feedback on task 1 should be taken into account. In addition, a (provisional) table of contents should be submitted and one of the chapters should be developed.
Assessment: The introduction is written in a comprehensible manner and the question is coherently derived (3%). The table of contents is clearly formulated and concise (3%). The first chapter is appropriate in terms of the question and is comprehensibly written/conclusively argued (4%).• Task 3 'Presentation' (20%): The students should present their research question and the derivation of it and present initial results in a 15-minute presentation with media support (of whatever form).
The presentations are held in small groups. The other students should be involved in this presentation at least once through an interactive element.
Assessment (mutual and consensual assessment by the students): Contents of the presentation are coherent and comprehensible (10%), participants are integrated interactively (5%), media support is used sensibly (5%).• Essay (35%): The pro-seminar work/essay represents an independent scientific discussion of one's own question (task 1), which already integrates an introduction, table of contents and a chapter from task 2. In addition, there is the complete elaboration of the other chapters, including the conclusion and bibliography.
Minimum requirements and assessment criteria
In principle, participation on all specified dates is mandatory (exception: illness, exams).
The course has 5 ECTS: This corresponds to a workload of 125 hours. Around 20 hours of this are covered by the presence in the units. The remaining hours are distributed between completing the tasks, implementing the research work as part of the introductory seminar and reading the basic literature. All partial achievements must be submitted on time in order to successfully complete the course.Literature is read in German and English, units are taught alternately in German and English - depending on the language of the underlying basic literature, submissions can be made in either German or English.The total number of percentage points gives the overall grade for the introductory seminar. This is as follows: under 60% Nicht Genügend, 60% to 69.9% Genügend, 70% to 79.9% Befriedigend, 80% to 89.9% Gut, from 90% Sehr Gut.
The course has 5 ECTS: This corresponds to a workload of 125 hours. Around 20 hours of this are covered by the presence in the units. The remaining hours are distributed between completing the tasks, implementing the research work as part of the introductory seminar and reading the basic literature. All partial achievements must be submitted on time in order to successfully complete the course.Literature is read in German and English, units are taught alternately in German and English - depending on the language of the underlying basic literature, submissions can be made in either German or English.The total number of percentage points gives the overall grade for the introductory seminar. This is as follows: under 60% Nicht Genügend, 60% to 69.9% Genügend, 70% to 79.9% Befriedigend, 80% to 89.9% Gut, from 90% Sehr Gut.
Examination topics
no final exam/for assignments see "Mindestanforderungen"
Reading list
Bohl, T., Harant, M., & Wacker, A. (2015). Schulpädagogik und Schultheorie. Bad Heilbrunn: Klinkhardt.Bönkost, J. (2018): Weiße Privilegien in der Schule. online abrufbar unter https://diskriminierungskritische-bildung.de/wp-content/uploads/2021/07/IDB-Paper-No-6_Weisse-Privilegien-in-der-Schule.pdf (25.04.2024)Fend, H. (2008). Neue Theorie der Schule : Einführung in das Verstehen von Bildungssystemen (2., durchgesehene Auflage). Wiesbaden: VS Verlag für Sozialwissenschaften/GWV Fachverlage GmbH, Wiesbaden.Foucault, M. (2019). Überwachen und Strafen. Die Geburt des Gefängnisses (21. Auflage). Frankfurt am Main: Suhrkamp.Freire, P. (2014). Pedagogy of the oppressed (30th anniversary edition.). New York & Lon-
don: Bloomsbury Academic.Hoffelner, A., & Danner, S. (2024). Pädagogische Improvisation als kollaborativer Prozess. Pädagogische Horizonte, 8(1), 25-44.Mehan, H. (1979). 'What time is it, Denise?': Asking known information questions in classroom discourse. Theory into Practice, 18(4), 285-294.O'Neill, D. K. (2019). To be genuine in artificial circumstances: Evaluating the theatre analogy for understanding teachers' workplace and work. Journal of Curriculum Studies, 51(3), 279-292.Rölli, M., & Nigro, R. (2017). Vierzig Jahre 'Überwachen und Strafen' : zur Aktualität der Foucault'schen Machtanalyse. Bielefeld: transcript.Weitere Literatur bzw. Sekundärliteratur wird im Laufe des Semesters über Moodle zur Verfügung gestellt.
don: Bloomsbury Academic.Hoffelner, A., & Danner, S. (2024). Pädagogische Improvisation als kollaborativer Prozess. Pädagogische Horizonte, 8(1), 25-44.Mehan, H. (1979). 'What time is it, Denise?': Asking known information questions in classroom discourse. Theory into Practice, 18(4), 285-294.O'Neill, D. K. (2019). To be genuine in artificial circumstances: Evaluating the theatre analogy for understanding teachers' workplace and work. Journal of Curriculum Studies, 51(3), 279-292.Rölli, M., & Nigro, R. (2017). Vierzig Jahre 'Überwachen und Strafen' : zur Aktualität der Foucault'schen Machtanalyse. Bielefeld: transcript.Weitere Literatur bzw. Sekundärliteratur wird im Laufe des Semesters über Moodle zur Verfügung gestellt.
Association in the course directory
BM 5 PS (AHP+DU+SB)
Last modified: We 25.09.2024 11:46
• ...reflect on their own school career based on different theoretical perspectives.
• ...expand their knowledge of theories on the subject of school as well as educational theory formation.
• ...expand their ability to judge and criticize.
• ...expand their skills in scientific work, especially in developing a theory-driven research question and processing it as well as the written and oral presentation of results.