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180100 SE Didactic Supervision for Practicum Teaching in MEd PP (2022W)
Continuous assessment of course work
Labels
Summary
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 02.05.2022 09:00 to Su 22.05.2022 23:00
- Deregistration possible until Mo 26.09.2022 11:54
Registration information is available for each group.
Groups
Group 1
Alle Informationen rund um die Praxisphase im Master finden Sie hier:
https://ssc-lehrerinnenbildung.univie.ac.at/ssc-lehrerinnenbildung/praktikum/masterstudium/praxisphase-master/
https://ssc-lehrerinnenbildung.univie.ac.at/ssc-lehrerinnenbildung/praktikum/masterstudium/praxisphase-master/
max. 25 participants
Language: German
LMS: Moodle
Lecturers
Classes (iCal) - next class is marked with N
1. Termin am 07.10. von 16.00-17.30 im HS 2G NIG
- Tuesday 11.10. 13:15 - 15:00 Hörsaal 3C, NIG Universitätsstraße 7/Stg. II/3. Stock, 1010 Wien
- Tuesday 25.10. 13:15 - 16:30 Hörsaal 3C, NIG Universitätsstraße 7/Stg. II/3. Stock, 1010 Wien
- Tuesday 08.11. 13:15 - 16:30 Hörsaal 3C, NIG Universitätsstraße 7/Stg. II/3. Stock, 1010 Wien
- Tuesday 22.11. 13:15 - 16:30 Hörsaal 3C, NIG Universitätsstraße 7/Stg. II/3. Stock, 1010 Wien
- Tuesday 06.12. 13:15 - 16:30 Hörsaal 3C, NIG Universitätsstraße 7/Stg. II/3. Stock, 1010 Wien
- Tuesday 17.01. 13:15 - 16:30 Hörsaal 3C, NIG Universitätsstraße 7/Stg. II/3. Stock, 1010 Wien
- Tuesday 31.01. 13:15 - 16:30 Hörsaal 3C, NIG Universitätsstraße 7/Stg. II/3. Stock, 1010 Wien
Aims, contents and method of the course
Vor dem Hintergrund neuerer und klassischer philosophischer Texte zu den Chancen und Risiken des Unterrichtens werfen wir einen neuen Blick auf den fundamentalen Wandel, den die Leitbilder und die Praktiken des Unterrichtens über alle Schulformen hinweg in den letzten 40 Jahren erfahren haben. Diese Veränderungen stehen im Zeichen von ‚erforschendem Lernen‘, ‚Schülerzentrierung‘, ‚Anleitungen zur kritischen Reflexion‘, ‚innovativer Unterrichtsmethoden‘, ‚partizipativen Unterrichts‘ und ‚Schüleraktivierung‘. Sie lassen sich als Antworten auf die Wissens-, Kanon- und Autoritätskritik sowie die kritische Pädagogik der 70er Jahre verstehen. Doch lösen sie deren Hoffnungen ein und haben sie auf deren Skepsis befriedigende Antworten? Gelesen werden u. a. Adorno, Arendt, Rancière, Deleuze, Paul Willis, Rousseau, Platon. Das Seminar versteht sich als Reflexion Ihrer parallel stattfindenden Schulpraktika. Wir fahren zweigleisig: Zum einen diskutieren wir im weitesten Sinne ‚philosophische‘ Texte über das Unterrichten, die ungewohnte Perspektiven auf das Unterrichten werfen sollen, zum anderen präsentieren Sie Ihre eigenen Unterrichtsentwürfe/Unterrichtsvorstellungen
Assessment and permitted materials
5 Kurzessays + 1 Unterrichtspräsentation
Group 2
Alle Informationen rund um die Praxisphase im Master finden Sie hier:
https://ssc-lehrerinnenbildung.univie.ac.at/ssc-lehrerinnenbildung/praktikum/masterstudium/praxisphase-master/
https://ssc-lehrerinnenbildung.univie.ac.at/ssc-lehrerinnenbildung/praktikum/masterstudium/praxisphase-master/
Language: German
LMS: Moodle
Lecturers
Classes (iCal) - next class is marked with N
- Tuesday 11.10. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
- Tuesday 25.10. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
- Tuesday 15.11. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
- Tuesday 29.11. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
- Tuesday 13.12. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
- Tuesday 17.01. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
- Tuesday 31.01. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
Aims, contents and method of the course
Das Seminar dient zur Begleitung der Praxisphase im Masterstudium Lehramt Psychologie und Philosophie. Es werden speziell Inhalte des Fach-Mentorings in das Seminar miteinbezogen und der schulpraktische Bezug hergestellt.Ziel des Seminars ist, dass die Studierenden über grundlegende Fragen des PuP-Unterrichts reflektieren, Arbeits- und Unterrichtsmethoden des Psychologie- und Philosophieunterrichts kennenlernen und eine Sicherheit in der Planung und Durchführung von Psychologie- und Philosophieunterricht gewinnen. Ebenso werden unterrichtspraktische Dimensionen wie Classroom-Management oder außerschulische Lernorte behandelt, sowie einzelne schulrechtliche Aspekte besprochen.Im Seminar können und sollen auch Fragen der methodischen Organisation von Unterricht (z.B. Aspekte des Prüfens) vertieft sowie exemplarisch psychologie- und philosophiedidaktische Arbeitsmethoden besprochen werden. Ein besonderer Fokus wird auf der kompetenzorientierten und problemorientierten Ausrichtung des Unterrichts und ihrer praktischen Umsetzung liegen.Es sollen außerdem fachdidaktische und praktische Inhalte des Begleit-Seminars im Bachelor, wie die Ausrichtung des Unterrichts nach den didaktischen Prinzipien, die Konzeption und Planung von Unterricht, die Leistungsfeststellung und die Erstellung von kompetenzorientierten Maturafragen vertieft werden.
Assessment and permitted materials
- Regelmäßige und aktive Teilnahme am Seminar
- Vor- und Nachbereitung der Sitzungen
- Erfüllung fachdidaktischer und praxisorientierter Aufgaben
- Anfertigung einer Abschlussarbeit bzw. eines Abschlussportfolios
- Vor- und Nachbereitung der Sitzungen
- Erfüllung fachdidaktischer und praxisorientierter Aufgaben
- Anfertigung einer Abschlussarbeit bzw. eines Abschlussportfolios
Minimum requirements and assessment criteria
Voraussetzung der positiven Absolvierung ist eine 80%ige Anwesenheit (max. 1 Einheit fehlen)- Aktive Mitarbeit während der Seminareinheiten (30%)
- fristgerechte Abgabe aller Aufträge und Anfertigung einer Abschlussarbeit (70%)Für eine positive Beurteilung der Lehrveranstaltung sind 50 Punkte erforderlich.
1 (Sehr gut): 89-100 Punkte
2 (Gut): 76-88 Punkte
3 (Befriedigend): 63-75 Punkte
4 (Genügend): 50-62 Punkte
- fristgerechte Abgabe aller Aufträge und Anfertigung einer Abschlussarbeit (70%)Für eine positive Beurteilung der Lehrveranstaltung sind 50 Punkte erforderlich.
1 (Sehr gut): 89-100 Punkte
2 (Gut): 76-88 Punkte
3 (Befriedigend): 63-75 Punkte
4 (Genügend): 50-62 Punkte
Examination topics
Prüfungsstoff ist das, was Gegenstand der Lehrveranstaltung ist
Reading list
Geiß, Paul Georg: Fachdidaktik Philosophie. Kompetenzorientiertes Unterrichten und Prüfen in der gymnasialen Oberstufe. Opladen/Berlin/Toronto: Verlag Barbara Budrich, 2017.Geiß, P. G. & Tulis, M. (2021). Psychologie unterrichten. Fachdidaktische Grundlagen für Deutschland, Österreich und der Schweiz. Opladen: UTB-Barbara Budrich.Gold, Andreas (2015): Guter Unterricht. Was wir wirklich darüber wissen. Göttingen: Vandehoeck & Ruprecht GmbH & Co. KGMeyer, Hilbert (2019): Was ist guter Unterricht? Berlin: CornelsenNida-Rümelin, Julian/Spiegel, Irina/ Tiedemann, Markus (2017): Handbuch Philosophie und Ethik. Band 1 u. 2. 2. Auflage. UTB.Pfister, Jonas (2014): Fachdidaktik Philosophie. Stuttgart: UTB GmbH
Group 3
Alle Informationen rund um die Praxisphase im Master finden Sie hier:
https://ssc-lehrerinnenbildung.univie.ac.at/ssc-lehrerinnenbildung/praktikum/masterstudium/praxisphase-master/
https://ssc-lehrerinnenbildung.univie.ac.at/ssc-lehrerinnenbildung/praktikum/masterstudium/praxisphase-master/
max. 25 participants
Language: German
LMS: Moodle
Lecturers
Classes (iCal) - next class is marked with N
2. Teil der LV am 7.10. 16.00-17.30 (HS 2G NIG) in Präsenz: Kick-Off-Veranstaltung der Masterpraxis mit Mentoren
- Friday 07.10. 13:15 - 14:45 Hörsaal 2i NIG 2.Stock C0228
- Friday 07.10. 15:00 - 16:30 Hörsaal. 2H NIG 2.Stock
- Friday 21.10. 13:15 - 16:30 Digital
- Friday 04.11. 13:15 - 16:30 Digital
- Friday 18.11. 13:15 - 16:30 Digital
- Friday 02.12. 13:15 - 16:30 Digital
- Friday 16.12. 13:15 - 16:30 Digital
- Friday 13.01. 13:15 - 16:30 Digital
- Friday 20.01. 13:15 - 16:30 Digital
Aims, contents and method of the course
Content:
The seminar aims at instructing teacher training students to reconsider basic issues of teaching psychology and philosophy, to get acquainted with working and teaching methods of psychology and philosophy classes and to be familiar with planning processes of psychology and philosophy lessons.Objectives:
In the seminar, students shall be familiarised with concepts of psychology and philosophy instruction. The assumptions of “good” psychology and philosophy classes are discussed, and planning requirements (limits of planning) are elucidated. In addition, the pedagogical principle of problem-orientation in psychology and philosophy shall be dealt with by analysing examples and designing “ice-breaker” activities at the beginning of classes with the help of freely selected discursive and creative materials. A survey of teaching materials and textbooks shall help students to find proper course materials for their internships at grammar and vocational schools.
Through a model series of lessons students get acquainted with teaching and working methods of psychology and philosophy classes and analytic thinking about competency-based teaching goals (attainments, skills and attitudes). The role of key questions in the teaching process is also promoted. Thus, students reconsider pedagogical possibilities and limits of designing single units and series of lessons.
Finally, students present a teaching unit, which they put into practice during their internship.
Depending on the needs and interests of the group, aspects of the design of classes (e. g., assessment) can be considered in greater depth, and psychological and philosophical working methods (case study, experiment, test, etc.; text interpretation, concept analysis, Socratic dialogue, ethical problem discussion, etc., respectively) can be dealt with.Methods
The seminar makes use of different methods such as theoretical contributions by teachers, group and partner work by students, presentations, and plenary discussions. Compulsory reading and short assignments are also part of the students’ workload.
The seminar aims at instructing teacher training students to reconsider basic issues of teaching psychology and philosophy, to get acquainted with working and teaching methods of psychology and philosophy classes and to be familiar with planning processes of psychology and philosophy lessons.Objectives:
In the seminar, students shall be familiarised with concepts of psychology and philosophy instruction. The assumptions of “good” psychology and philosophy classes are discussed, and planning requirements (limits of planning) are elucidated. In addition, the pedagogical principle of problem-orientation in psychology and philosophy shall be dealt with by analysing examples and designing “ice-breaker” activities at the beginning of classes with the help of freely selected discursive and creative materials. A survey of teaching materials and textbooks shall help students to find proper course materials for their internships at grammar and vocational schools.
Through a model series of lessons students get acquainted with teaching and working methods of psychology and philosophy classes and analytic thinking about competency-based teaching goals (attainments, skills and attitudes). The role of key questions in the teaching process is also promoted. Thus, students reconsider pedagogical possibilities and limits of designing single units and series of lessons.
Finally, students present a teaching unit, which they put into practice during their internship.
Depending on the needs and interests of the group, aspects of the design of classes (e. g., assessment) can be considered in greater depth, and psychological and philosophical working methods (case study, experiment, test, etc.; text interpretation, concept analysis, Socratic dialogue, ethical problem discussion, etc., respectively) can be dealt with.Methods
The seminar makes use of different methods such as theoretical contributions by teachers, group and partner work by students, presentations, and plenary discussions. Compulsory reading and short assignments are also part of the students’ workload.
Assessment and permitted materials
Assessment
- Regular attendance and active participation in the seminar
- Preparation before and after seminar meetings
- Elaboration and presentations of assignments
- Elaboration of a teaching unit and feedback
- Submission of two assignments as portfolio
- Regular attendance and active participation in the seminar
- Preparation before and after seminar meetings
- Elaboration and presentations of assignments
- Elaboration of a teaching unit and feedback
- Submission of two assignments as portfolio
Minimum requirements and assessment criteria
Weighing of single performances
- Relevant contributions to the seminar discussion: 20 points
- Feedback to concept of a teaching unit: 10 points
- Concept of a teaching unit: 50 points
- Written assignments: 70 pointsA positive assessment of the seminar is based on 50 points.
1 (Sehr gut): 89-100 points
2 (Gut): 76-88 points
3 (Befriedigend): 63-75 points
4 (Genügend): 50-62 points
- Relevant contributions to the seminar discussion: 20 points
- Feedback to concept of a teaching unit: 10 points
- Concept of a teaching unit: 50 points
- Written assignments: 70 pointsA positive assessment of the seminar is based on 50 points.
1 (Sehr gut): 89-100 points
2 (Gut): 76-88 points
3 (Befriedigend): 63-75 points
4 (Genügend): 50-62 points
Examination topics
Issues discussed at the seminar
Reading list
Breitenstein, Peggy, Rohbeck, Johannes: Philosophie. Geschichte. Disziplinen. Kompetenzen. Stuttgart/Weimar: J. B. Metzler 2011.
Geiß, Paul Georg: Fachdidaktik Philosophie. Kompetenzorientiertes Unterrichten und Prüfen in der gymnasialen Oberstufe. Opladen/Berlin/Toronto: Barbara Budrich, 2017.
Geiß, P. G. & Tulis, M. (2021). Psychologie unterrichten. Fachdidaktische Grundlagen für Deutschland, Österreich und der Schweiz. Opladen: UTB-Barbara Budrich.
Nolting, Hans-Peter, Psychologie lernen. Eine Einführung und Anleitung. 14. edit. Weinheim/Basel: Beltz, 2018.
Geiß, Paul Georg: Fachdidaktik Philosophie. Kompetenzorientiertes Unterrichten und Prüfen in der gymnasialen Oberstufe. Opladen/Berlin/Toronto: Barbara Budrich, 2017.
Geiß, P. G. & Tulis, M. (2021). Psychologie unterrichten. Fachdidaktische Grundlagen für Deutschland, Österreich und der Schweiz. Opladen: UTB-Barbara Budrich.
Nolting, Hans-Peter, Psychologie lernen. Eine Einführung und Anleitung. 14. edit. Weinheim/Basel: Beltz, 2018.
Group 4
Alle Informationen rund um die Praxisphase im Master finden Sie hier:
https://ssc-lehrerinnenbildung.univie.ac.at/ssc-lehrerinnenbildung/praktikum/masterstudium/praxisphase-master/
https://ssc-lehrerinnenbildung.univie.ac.at/ssc-lehrerinnenbildung/praktikum/masterstudium/praxisphase-master/
max. 25 participants
Language: German
LMS: Moodle
Lecturers
Classes (iCal) - next class is marked with N
1. Teil der LV am 7.10. 16.00-17.30 (HS 2G NIG) in Präsenz: Kick-Off-Veranstaltung der Masterpraxis mit Mentoren
- Friday 07.10. 18:30 - 21:00 Digital
- Friday 21.10. 16:45 - 20:00 Digital
- Friday 04.11. 16:45 - 20:00 Digital
- Friday 18.11. 16:45 - 20:00 Digital
- Friday 02.12. 16:45 - 20:00 Digital
- Friday 16.12. 16:45 - 20:00 Digital
- Friday 13.01. 16:45 - 20:00 Digital
- Friday 20.01. 16:45 - 20:00 Digital
Aims, contents and method of the course
Content:
The seminar aims at instructing teacher training students to reconsider basic issues of teaching psychology and philosophy, to get acquainted with working and teaching methods of psychology and philosophy classes and to be familiar with planning processes of psychology and philosophy lessons.Objectives:
In the seminar, students shall be familiarised with concepts of psychology and philosophy instruction. The assumptions of “good” psychology and philosophy classes are discussed, and planning requirements (limits of planning) are elucidated. In addition, the pedagogical principle of problem-orientation in psychology and philosophy shall be dealt with by analysing examples and designing “ice-breaker” activities at the beginning of classes with the help of freely selected discursive and creative materials. A survey of teaching materials and textbooks shall help students to find proper course materials for their internships at grammar and vocational schools.
Through a model series of lessons students get acquainted with teaching and working methods of psychology and philosophy classes and analytic thinking about competency-based teaching goals (attainments, skills and attitudes). The role of key questions in the teaching process is also promoted. Thus, students reconsider pedagogical possibilities and limits of designing single units and series of lessons.
Finally, students present a teaching unit, which they put into practice during their internship.
Depending on the needs and interests of the group, aspects of the design of classes (e. g., assessment) can be considered in greater depth, and psychological and philosophical working methods (case study, experiment, test, etc.; text interpretation, concept analysis, Socratic dialogue, ethical problem discussion, etc., respectively) can be dealt with.Methods
The seminar makes use of different methods such as theoretical contributions by teachers, group and partner work by students, presentations, and plenary discussions. Compulsory reading and short assignments are also part of the students’ workload.
The seminar aims at instructing teacher training students to reconsider basic issues of teaching psychology and philosophy, to get acquainted with working and teaching methods of psychology and philosophy classes and to be familiar with planning processes of psychology and philosophy lessons.Objectives:
In the seminar, students shall be familiarised with concepts of psychology and philosophy instruction. The assumptions of “good” psychology and philosophy classes are discussed, and planning requirements (limits of planning) are elucidated. In addition, the pedagogical principle of problem-orientation in psychology and philosophy shall be dealt with by analysing examples and designing “ice-breaker” activities at the beginning of classes with the help of freely selected discursive and creative materials. A survey of teaching materials and textbooks shall help students to find proper course materials for their internships at grammar and vocational schools.
Through a model series of lessons students get acquainted with teaching and working methods of psychology and philosophy classes and analytic thinking about competency-based teaching goals (attainments, skills and attitudes). The role of key questions in the teaching process is also promoted. Thus, students reconsider pedagogical possibilities and limits of designing single units and series of lessons.
Finally, students present a teaching unit, which they put into practice during their internship.
Depending on the needs and interests of the group, aspects of the design of classes (e. g., assessment) can be considered in greater depth, and psychological and philosophical working methods (case study, experiment, test, etc.; text interpretation, concept analysis, Socratic dialogue, ethical problem discussion, etc., respectively) can be dealt with.Methods
The seminar makes use of different methods such as theoretical contributions by teachers, group and partner work by students, presentations, and plenary discussions. Compulsory reading and short assignments are also part of the students’ workload.
Assessment and permitted materials
Assessment
- Regular attendance and active participation in the seminar
- Preparation before and after seminar meetings
- Elaboration and presentations of assignments
- Elaboration of a teaching unit and feedback
- Submission of two assignments as portfolio
- Regular attendance and active participation in the seminar
- Preparation before and after seminar meetings
- Elaboration and presentations of assignments
- Elaboration of a teaching unit and feedback
- Submission of two assignments as portfolio
Minimum requirements and assessment criteria
Weighing of single performances
- Relevant contributions to the seminar discussion: 20 points
- Feedback to concept of a teaching unit: 10 points
- Concept of a teaching unit: 50 points
- Written assignments: 70 pointsA positive assessment of the seminar is based on 50 points.
1 (Sehr gut): 89-100 points
2 (Gut): 76-88 points
3 (Befriedigend): 63-75 points
4 (Genügend): 50-62 points
- Relevant contributions to the seminar discussion: 20 points
- Feedback to concept of a teaching unit: 10 points
- Concept of a teaching unit: 50 points
- Written assignments: 70 pointsA positive assessment of the seminar is based on 50 points.
1 (Sehr gut): 89-100 points
2 (Gut): 76-88 points
3 (Befriedigend): 63-75 points
4 (Genügend): 50-62 points
Examination topics
Issues discussed at the seminar
Reading list
Breitenstein, Peggy, Rohbeck, Johannes: Philosophie. Geschichte. Disziplinen. Kompetenzen. Stuttgart/Weimar: J. B. Metzler 2011.
Geiß, Paul Georg: Fachdidaktik Philosophie. Kompetenzorientiertes Unterrichten und Prüfen in der gymnasialen Oberstufe. Opladen/Berlin/Toronto: Verlag Barbara Budrich, 2017.
Geiß, P. G. & Tulis, M. (2021). Psychologie unterrichten. Fachdidaktische Grundlagen für Deutschland, Österreich und der Schweiz. Opladen: UTB-Barbara Budrich.
Nolting, Hans-Peter, Psychologie lernen. Eine Einführung und Anleitung. 14. Aufl. Weiheim/Basel: Beltz, 2018.
Geiß, Paul Georg: Fachdidaktik Philosophie. Kompetenzorientiertes Unterrichten und Prüfen in der gymnasialen Oberstufe. Opladen/Berlin/Toronto: Verlag Barbara Budrich, 2017.
Geiß, P. G. & Tulis, M. (2021). Psychologie unterrichten. Fachdidaktische Grundlagen für Deutschland, Österreich und der Schweiz. Opladen: UTB-Barbara Budrich.
Nolting, Hans-Peter, Psychologie lernen. Eine Einführung und Anleitung. 14. Aufl. Weiheim/Basel: Beltz, 2018.
Association in the course directory
Last modified: Fr 07.07.2023 13:07