Main content:
Educational sciences
Course: Children need role models
Pedagogy of personality development
Admission requirements
STEOP
Semester: 6 - Wahlpflichtfach
Orientation
Attitude
Aim
The formation of the pedagogical attitude and the development of being a teacher is made possible through a critical–reflexive examination of professional knowledge, subjective (profession-related) convictions, attitudes, and values as well as through a sustainable strengthening of the personality. This course on the pedagogy of personality development aims to promote self-awareness in students through self-education and self-experience and to strengthen self-responsibility and open-mindedness for challenges in professional practice on the basis of potentials.
Content
- Personality development and being a teacher (including learning as a biographical process, self-concept and self-worth, the otherness of people, role theory, and group dynamics)
- Habit of origin, habit of pupil, and habit of teacher
- Motivation (e.g. self-regulation, needs theory, person-interaction system)
- Values and orientations (including norms, rules, rituals and values, role models, and guiding principles as well as culture of order, negotiation, and agreement)
- Pedagogy of mindfulness, attention, and context sensitivity
- Diagnostic understanding: Perceiving, recognising, distinguishing, and assessing as well as making judgements
- Development of a reflexive–researching attitude: Methods and procedures of personality development and professional and biographical research
show detailsshow lessLearning outcomes/skills
The graduates ...
- can reflectively and critically deal with their own school and learning biography in order to derive personal development tasks from it
- are able to form and expand their experiential, relational, empathic, and self-reflective abilities
- can grasp memories and experiences temporally and contextually and reflect on and discuss events in the context of their own development and formation
- can reflect on their own biography and deal with their own values, norms, and gender images
- can perceive the otherness of people and deal with it constructively on the basis of theoretical principles
- can recognise and reflect on their personal views of people, children, society, and the world and critically question them against the background of theoretical models
- are able to reflexively assess and explain situations of (their own professional) practice with the inclusion of diverse theoretical perspectives
- can perceive, express, and reflect on their emotions, feelings, and thoughts when dealing with situations and problems, and interact responsibly
- recognise stress in everyday working life and can name coping strategies on the basis of theoretical backgrounds
- can expand and reflect on their personal communication and interaction skills and explain the insights gained from this for their own professional development and pedagogical action
- are able to understand the method of observation (e.g. for classroom activities) as theory- and criterion-oriented and to discuss the approaches.
Supra-subject and transversal skills
- Educational, vocational, and life orientation
- Reflexive gender pedagogy and gender equality
- Social-emotional learning
Teaching and learning methods
- Seminar work with workshop character
Languages
German, English
Semester hours per week
3
ECTS-AP
5
Category
Fundamentals of educational science
Type of course
Teaching/learning workshop (pi)
Type of assessment
digit grade
Performance records
- Oral partial performance
- Written partial performance
back to overview