190667 SE+UE Pedagogy practicum (2010W)
Continuous assessment of course work
Labels
Fachbezug: Englisch
This course is conducted in English.
This course is conducted in English.
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 13.09.2010 12:00 to Mo 27.09.2010 12:00
- Deregistration possible until Su 31.10.2010 12:00
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Friday
15.10.
10:00 - 13:30
(Großer Seminarraum, Garnisongasse 3/2. Stock, 1090 Wien)
Tuesday
19.10.
09:00 - 13:30
(Großer Seminarraum, Garnisongasse 3/2. Stock, 1090 Wien)
Friday
12.11.
09:00 - 13:30
(Großer Seminarraum, Garnisongasse 3/2. Stock, 1090 Wien)
Friday
10.12.
09:00 - 13:30
(Großer Seminarraum, Garnisongasse 3/2. Stock, 1090 Wien)
Information
Aims, contents and method of the course
During the Pedagogical Practicum, students engage in the study of teaching through the integration of in-classroom practicum experience combined with instructional seminars. The practicum component provides a field study experience in the classroom. In the instructional sessions students will be introduced to a number of classroom observation methods and techniques which they will employ as research tools at practicum site to create a portfolio of their field observations. Additionally students will be introduced to basic principles of lesson planning and will plan and teach a short lesson in a classroom at a practicum site. Instructional sessions will provide ample time for exchange of experiences, which contributes to a climate of participatory learning. The integrated approach of the course makes it possible for students to grow in their understanding of the relationship between educational theory and classroom practice.
Assessment and permitted materials
Student performance will be evaluated by means of assessing student participation and a portfolio to include:
- records of classroom observations
- lesson plan
- supervising teacher's evaluation and self-evaluation of the conducted lesson
- a reflective diary including an end-of-course overview
- records of classroom observations
- lesson plan
- supervising teacher's evaluation and self-evaluation of the conducted lesson
- a reflective diary including an end-of-course overview
Minimum requirements and assessment criteria
The major underlying assumption is that professional development of teachers involves more than cognitive knowledge of educational and instructional theory and skills in didactics. Teachers teach and work in the way they do not just because of the skills they have or have not learned. The ways they teach are also grounded in their backgrounds, their biographies, their opportunities and aspirations and their relationships with their colleagues. Observing, describing, investigating and reflecting on processes within the classroom enhance professionalization as an integrative approach to teacher training.
Examination topics
Instructional seminars provide an introduction to classroom research through classroom observation instruments and an introduction to lesson planning through course readings, presentations and group work.
The practicum component consists of a total of 10 to 12 hours at the practicum site in cooperation with the designated supervising teachers. Students complete specific observation assignments, prepare and conduct a short lesson in a classroom at a practicum site.
Students keep a diary of their in-site sessions as a reflective exercise, reflecting on experiences, observations, reactions and perceptions gained in the process of professional development as a teacher.
The practicum component consists of a total of 10 to 12 hours at the practicum site in cooperation with the designated supervising teachers. Students complete specific observation assignments, prepare and conduct a short lesson in a classroom at a practicum site.
Students keep a diary of their in-site sessions as a reflective exercise, reflecting on experiences, observations, reactions and perceptions gained in the process of professional development as a teacher.
Reading list
Altrichter, Herbert: Lehrer erforschen ihren Unterricht. Bad Heilbrunn/Obb.: Klinkhardt, 1998.
Friebertshäuser, Barbara (Hrsg.): Handbuch: Qualitative Forschungsmethoden. Weinheim u. München: Juventa, 1997
Gruschka, Andreas: Didaktik. Das Kreuz mit der Vermittlung. Elf Einsprüche gegen den didaktischen Betrieb. Wetzlar: Büchse der Pandora, 2002.
Friebertshäuser, Barbara (Hrsg.): Handbuch: Qualitative Forschungsmethoden. Weinheim u. München: Juventa, 1997
Gruschka, Andreas: Didaktik. Das Kreuz mit der Vermittlung. Elf Einsprüche gegen den didaktischen Betrieb. Wetzlar: Büchse der Pandora, 2002.
Association in the course directory
Last modified: Mo 07.09.2020 15:37