350099 VU Studies on Teaching Practice 3: Topic-Oriented and Differentiated Arrangement and Evaluation (2015W)
(= Schulpraktische Studien 4)
Continuous assessment of course work
Labels
The concept of teacher education strongly counts on the positive effects of courses such as Practical Educational Studies (SPS, UPS). On one hand, it leads to the apprehension that due to the courses extensive practical approach students in teachers training will depart from a scientific orientation towards an apprenticeship without any serious theoretical approach.
On the other hand, there is justified hope for an improved impartation of theory and practice, as well as the positive consideration of students who experience these courses as an extremely helpful vocational preparation, in order to successfully manage their profession in the future.
Against this background, the students are offered specific practical and school-related learning opportunities in which reflective processes are stimulated in order to guarantee a sustainable, demanding and reflected impartation of knowledge through practical experience.
Teaching pupils is a responsible task, which needs to be conducted with sensibility, vigilance, competence, variety, fun and joy. The reflection of ones individual teaching as well as didactic theorization represent important elements of learning in this course. Individual learning is supported by theory-based dialogue about lesson preparations and the practical conduction of lessons between participating students.
On the other hand, there is justified hope for an improved impartation of theory and practice, as well as the positive consideration of students who experience these courses as an extremely helpful vocational preparation, in order to successfully manage their profession in the future.
Against this background, the students are offered specific practical and school-related learning opportunities in which reflective processes are stimulated in order to guarantee a sustainable, demanding and reflected impartation of knowledge through practical experience.
Teaching pupils is a responsible task, which needs to be conducted with sensibility, vigilance, competence, variety, fun and joy. The reflection of ones individual teaching as well as didactic theorization represent important elements of learning in this course. Individual learning is supported by theory-based dialogue about lesson preparations and the practical conduction of lessons between participating students.
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 14.09.2015 09:00 to Fr 25.09.2015 12:00
- Registration is open from Mo 05.10.2015 09:00 to Fr 09.10.2015 12:00
- Deregistration possible until Sa 31.10.2015 12:00
Details
max. 15 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
Die verpflichtende Einteilung in die Gruppen findet am MITTWOCH, 30. 09.2015, 18.00 Uhr, Halle 5 statt. (Siehe auch Aushang Nr. 410 auf unserer Homepage)
Der TERMIN für die inhaltlich-organisatorische VORBESPRECHUNG für die vorliegende Lehrveranstaltung findet Donnerstag, 1. Oktober 2015, 11:00 bis 12:30 Uhr (=LV-Zeit) im KONFERENZZIMMER, 2. Stock,statt.Die LV wird in Kooperation mit einer 1. Klasse AHS durchgeführt.- Thursday 01.10. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 08.10. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 15.10. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 22.10. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 29.10. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 05.11. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 12.11. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 19.11. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 26.11. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 03.12. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 10.12. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 17.12. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 07.01. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 14.01. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 21.01. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
- Thursday 28.01. 11:00 - 12:30 ZSU - USZ I, Halle 5 Turnsaal EG
Information
Aims, contents and method of the course
Assessment and permitted materials
- formal criteria (attendance, citation, lesson planning)
- agreements (keeping due-dates, participation on moodle)
- content criteria (differentiated multi-perspective planning of selected topics (planning competence: 30%); conduction of lessons (teaching: 20%); observations (10%); keeping a research diary (40%);
- personal and process-oriented criteria (e.g. participation in feedback processes and discussions, reflective competence)
- agreements (keeping due-dates, participation on moodle)
- content criteria (differentiated multi-perspective planning of selected topics (planning competence: 30%); conduction of lessons (teaching: 20%); observations (10%); keeping a research diary (40%);
- personal and process-oriented criteria (e.g. participation in feedback processes and discussions, reflective competence)
Minimum requirements and assessment criteria
Attained knowledge from the various disciplines of sports sciences will be interconnected and extended in a scientifically based and practice-related manner.The students
- are well-informed about safety and legal norms (supervision, safety, clothing, piercings, etc.) and can competently apply them in their teaching.
- know the curriculum of the respective age groups (upper secondary level)
- are capable of planning, conducting and situationally adapting their lessons (including measures of movement correction and social hierarchy dynamics, etc.)
- have diligently dealt with specific literature regarding the course
- are capable of thematizing sports-related movement based on topic-oriented pedagogic perspectives (Kurz, Ehni, Stibbe), planning lessons content- and time schedulewise, conduct lessons in a methodological manner, as well as evaluate them according to respective criteria and norms.
- are well-informed about safety and legal norms (supervision, safety, clothing, piercings, etc.) and can competently apply them in their teaching.
- know the curriculum of the respective age groups (upper secondary level)
- are capable of planning, conducting and situationally adapting their lessons (including measures of movement correction and social hierarchy dynamics, etc.)
- have diligently dealt with specific literature regarding the course
- are capable of thematizing sports-related movement based on topic-oriented pedagogic perspectives (Kurz, Ehni, Stibbe), planning lessons content- and time schedulewise, conduct lessons in a methodological manner, as well as evaluate them according to respective criteria and norms.
Examination topics
- subject-didactic theorization (initiation of didactic thinking)
- reflection of contingency
- contingency of reflection
- reflection of contingency
- contingency of reflection
Reading list
- Kleiner, K. (2014). Was machen wir heute? Zur Konstituierung von Themen im Kontext von Bewegung und Gesundheit im Setting Schule. In H. Lange & S. Sinning, (Hrsg.), Themenkonstitution, Natur und Welt. Fachdidaktik und Themenkonstitution in den naturbezogenen Fächern und Lernbereichen, (Bd. 8, S. 193-221). Hohengehren: Schneider Verlag.
- Kleiner, K. (2015). Grundlagen der Bewegungs- und Sportdidaktik. Lernbehelf. Wien.
- Laging, Ralf (2006): Methodisches Handeln im Sportunterricht. Grundzüge einer bewegungspädagogischen Unterrichtslehre. 1. Aufl. Seelze-Velber, Stuttgart: Kallmeyer; Klett (Sportpädagogik).
- Recktenwald, H.-D. (1994). Themenorientierung als didaktische Forderung für den Sportunterricht. Sportunterricht, 43 (8), 316-324.
- Scherler, Karlheinz (2004): Sportunterricht auswerten. Eine Unterrichtslehre. Hamburg: Czwalina (Sportwissenschaft und Sportpraxis, 138).
- Kleiner, K. (2015). Grundlagen der Bewegungs- und Sportdidaktik. Lernbehelf. Wien.
- Laging, Ralf (2006): Methodisches Handeln im Sportunterricht. Grundzüge einer bewegungspädagogischen Unterrichtslehre. 1. Aufl. Seelze-Velber, Stuttgart: Kallmeyer; Klett (Sportpädagogik).
- Recktenwald, H.-D. (1994). Themenorientierung als didaktische Forderung für den Sportunterricht. Sportunterricht, 43 (8), 316-324.
- Scherler, Karlheinz (2004): Sportunterricht auswerten. Eine Unterrichtslehre. Hamburg: Czwalina (Sportwissenschaft und Sportpraxis, 138).
Association in the course directory
Last modified: Th 10.09.2020 00:27
In a didactic context, the term topic implies a focus on various issues as well as the association of heterogenous instnces: Wolfgang Schulz continuously uses subject, theme and leading idea as synonyms, Hans Glöckel connects the term theme to a main idea, and Hilbert Meyer describes it as a learning task.
According to Wolfgang Klafki, the the terms dimension is distinguished into two different types of themes: a. potentially emancipatory themes (e.g. self- and co-determination, conflict analysis, dependency structures) and b. instrumental themes (e.g. reading literacy, writing literacy and numeracy).
According to Niklas Luhmann, topics allow communication to take place in a sequential order and express produced chains of interaction, which in turn enable a time-independent continuity of themes.
Example: Since Jumping has a different meaning in the context of Gymnastics than in Athletics, it is addressed differently regarding the design of a lesson, which is reflected in the various specific movement patterns.
Based on the curriculum, a catalogue of topic areas can be generated, connected with pedagogic perspectives (achievement, expression, etc.) becomes the focus of teaching (e.g. playing with and according to sets of rules, movement with and on gymnastics apparati, etc.)