Main content:
Music education
Course: Children shape school through their diversity
Learning in the horizon of school in the 21st century
Admission requirements
none
Semester: 9
Orientation
Diversity
Aim
Educational institutions are subject to constant change according to social conditions and because of the results of pedagogical research in the organisational as well as in the subject–didactic area. The students gain insights into organisational and structural aspects of profiles for inclusive school and teaching development. In addition, the focus is on different didactic concepts for a variety of specific pedagogical needs under the aspect of designing inclusive teaching–learning environments.
Content
- Educational reforms and reform pedagogical concepts in exemplary applications in subject didactics (mathematics, creative subjects)
- Empirical approaches to school and classroom research
- Profiles for inclusive school and teaching development in the national and international context; empirical findings and practical examples with reference to selected teaching subjects
- Quality of teaching and school (individual curriculum development); inclusive didactics in practice; characteristics of good teaching and good schools
- School development (SQA development plan; e.g. index for inclusion)
- Professionalism: Cooperation culture, institutionalised form for collaboration and leadership
- Current issues in educational research
show detailsshow lessLearning outcomes/skills
The graduates ...
- are able to critically assess processes of change in society, visualise sustainable/educational and social visions of the future, and identify and help shape the recognition of diversity as a framework concept for Austrian educational institutions
- can analyse school and teaching (also in reform pedagogical settings) in the context of teaching–learning processes and interaction processes based on quality criteria (e.g. leadership, professional learning communities)
- are able to identify the prerequisites and indicators for the creation of inclusive cultures, structures, and practices in schools and the school system and to contextualise and take them into account in their pedagogical actions drawing on both Austrian and international academic discourse on diversity and inclusion
- are able to analyse school profiles of good, diversity-sensitive schools at the national and international level on the basis of defined quality areas (e.g. SQA, German School Award)
- can use, reflect, and evaluate their subject-specific and didactic–methodical skills on heterogeneous settings and school development within the framework of pedagogical–practical learning and working fields (PPS, job shadowing, professional practice) against the background of diversity-oriented teaching
- are familiar with the obligatory requirements for school quality development in Austria and can, on this basis, discuss and help shape the work on the development plan and school mission statement within the school and with stakeholders, reflect on development processes of schools, and contribute to further development in constructive discourses (in teams, in peer groups, or with colleagues)
- can implement institutionalised forms of cooperation against the background of a professional culture of cooperation and take on selected leadership tasks at the class and school level
- are able to name current questions of educational research and classify them in terms of their relevance for pedagogical action (e.g. National Education Report, meta-studies, clearing house mechanism).
Supra-subject and transversal skills
- Educational, vocational, and life orientation
- Scientific work
- Diversity/inclusion
Teaching and learning methods
Languages
German, English
Semester hours per week
3
ECTS-AP
5
Category
Scientific discipline / subject didactics
Type of course
Seminar (pi)
Type of assessment
digit grade
Performance records
- Oral partial performance
- Written partial performance/seminar paper
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