Achtung! Das Lehrangebot ist noch nicht vollständig und wird bis Semesterbeginn laufend ergänzt.
490118 PS Fostering Development (2016S)
Prüfungsimmanente Lehrveranstaltung
Labels
Please bring your own device if the computer class is not available
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 08.02.2016 12:00 bis Mo 22.02.2016 12:00
- Abmeldung bis Fr 11.03.2016 12:00
Details
max. 30 Teilnehmer*innen
Sprache: Englisch
Lehrende
- Elina Kuusisto
- Madlen Nokaj (TutorIn)
Termine (iCal) - nächster Termin ist mit N markiert
- Montag 06.06. 09:45 - 16:30 Hörsaal 2 Hauptgebäude, Tiefparterre Stiege 5 Hof 3
- Dienstag 07.06. 09:45 - 14:45 Hörsaal 2 Hauptgebäude, Tiefparterre Stiege 5 Hof 3
- Mittwoch 08.06. 10:45 - 18:15 Seminarraum 4 341 Porzellangasse 4 3.OG
- Donnerstag 09.06. 09:45 - 16:30 Hörsaal 2 Hauptgebäude, Tiefparterre Stiege 5 Hof 3
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
-The study unit is evaluated according to the study made and presented, as well as the course diary and participation.
-Absences can lead to failing the study unit. Practical aspects are agreed upon in the beginning of the study unit.
-Absences can lead to failing the study unit. Practical aspects are agreed upon in the beginning of the study unit.
Mindestanforderungen und Beurteilungsmaßstab
Prüfungsstoff
Literatur
Bebeau, M., Rest, J., & Narvaez, D. (1999). Beyond the promise: a perspective on research in moral education. Educational Researcher, 28 (4), 1826. (4)
Bennett, M. (1993). ‘Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity’. In M. Paige (Ed.), Education for the Intercultural Experience (pp. 20-72). Yarmouth, ME: Intercultural Press. (7)
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development, 78 (1), 246263. (6)
Damon, W., Menon, J., & Bronk, K.C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7 (3), 119128. (5)
Gholami, K., Kuusisto, E., & Tirri, K. (2014). Is ethical sensitivity in teaching culturally bound? Comparing Finnish and Iranian teachers’ ethical sensitivity. Compare: A Journal of Comparative and International Education. doi: 10.1080/03057925.2014.984588 (4)
Hammer, M. R. (2011). Additional cross-cultural validity testing of the Intercultural Development Inventory. International Journal of Intercultural Relations, 35, 474-487. doi: 10.1016/j.ijintrel.2011.02.014 (8)
Hanhimäki, E., & Tirri, K. (2009). Education for ethically sensitive teaching in critical incidents at school. Journal of Education for Teaching, 35, 107121. (4)
Ipgrave, J. (2010). Including the Religious Viewpoints and Experiences of Muslim Students in an Environment that is Both Plural and Secular. Journal of international migration and integration 11 (1), 522. doi: 10.1007/s12134-009-0128-6 (7)
Rattan, A., Good, C, & Dweck, C.S. (2012). It’s ok Not everyone can be good at math: Instructors with entity theory comfort (and demotivate) students. Journal of experimental psychology, 48, 731-737. (6)
Subban, P. (2006). Differentiated instruction: a research basis. International Education Journal, 7 (7), 935-947. (8)
Tirri, K. (1999). Teachers’ perceptions of moral dilemmas at school. Journal of Moral Education, 28 (1), 3147. (3)
Tirri, K., & Ubani, M. (2013). Education of Finnish student teachers for purposeful teaching. Journal of Education for Teaching, 39 (1), 2129. (2)
Tirri, K., Husu, J., & Kansanen, P. (1999). The epistemological stance between the knower and the known. Teaching and Teacher Education, 15, 911-922. (2)
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature. Journal for the Education of the Gifted, 27 (2), 119-145. (8)
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107 (4), 559-580. (5)Additional recommended and required readings are provided during seminar.
Bennett, M. (1993). ‘Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity’. In M. Paige (Ed.), Education for the Intercultural Experience (pp. 20-72). Yarmouth, ME: Intercultural Press. (7)
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development, 78 (1), 246263. (6)
Damon, W., Menon, J., & Bronk, K.C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7 (3), 119128. (5)
Gholami, K., Kuusisto, E., & Tirri, K. (2014). Is ethical sensitivity in teaching culturally bound? Comparing Finnish and Iranian teachers’ ethical sensitivity. Compare: A Journal of Comparative and International Education. doi: 10.1080/03057925.2014.984588 (4)
Hammer, M. R. (2011). Additional cross-cultural validity testing of the Intercultural Development Inventory. International Journal of Intercultural Relations, 35, 474-487. doi: 10.1016/j.ijintrel.2011.02.014 (8)
Hanhimäki, E., & Tirri, K. (2009). Education for ethically sensitive teaching in critical incidents at school. Journal of Education for Teaching, 35, 107121. (4)
Ipgrave, J. (2010). Including the Religious Viewpoints and Experiences of Muslim Students in an Environment that is Both Plural and Secular. Journal of international migration and integration 11 (1), 522. doi: 10.1007/s12134-009-0128-6 (7)
Rattan, A., Good, C, & Dweck, C.S. (2012). It’s ok Not everyone can be good at math: Instructors with entity theory comfort (and demotivate) students. Journal of experimental psychology, 48, 731-737. (6)
Subban, P. (2006). Differentiated instruction: a research basis. International Education Journal, 7 (7), 935-947. (8)
Tirri, K. (1999). Teachers’ perceptions of moral dilemmas at school. Journal of Moral Education, 28 (1), 3147. (3)
Tirri, K., & Ubani, M. (2013). Education of Finnish student teachers for purposeful teaching. Journal of Education for Teaching, 39 (1), 2129. (2)
Tirri, K., Husu, J., & Kansanen, P. (1999). The epistemological stance between the knower and the known. Teaching and Teacher Education, 15, 911-922. (2)
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature. Journal for the Education of the Gifted, 27 (2), 119-145. (8)
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107 (4), 559-580. (5)Additional recommended and required readings are provided during seminar.
Zuordnung im Vorlesungsverzeichnis
Letzte Änderung: Mi 15.12.2021 00:29
-deepened their knowledge on teachers’ moral competence
-developed their skills of critical thinking and drawing conclusions
-learned the interactional relationship of theory and practice
-understood peer group’s support in teachers’ work
-Groups of 3-4 students conduct a research project on teachers’ moral competence, and produce a paper (10-15 pages) and a power point presentation (10 min)
-Each student writes a course diary in which s/he reflects on the contents of the project from his/her own perspective and in light of selected literature, and explicates his/her learning process.