Module Catalogue - uni-wuerzburg.dePsychology 68 School Pedagogy 81 General Pedagogics 84 Pedagogic-didactic teaching placement 6 87 Paper 10 89 LA Sonderpädagogik Educational Science

Module Cataloguefor the Subject

Educational Sciencewith the degree "Erste Staatsprüfung für das Lehramt für

Sonderpädagogik"

Examination regulations version: 2015Responsible: Faculty of Catholic Theology

Responsible: Faculty of Arts, Historical, Philological, Cultural and GeographicalStudies

Responsible: Faculty of Human Sciences

JMU Würzburg • generated 06-Jun-2020 • exam. reg. data record L6|888|-|-|H|2015

Module Catalogue for the SubjectEducational ScienceLA Sonderpädagogik

Contents

The subject is divided into 4Abbreviations used, Conventions, Notes, In accordance with 5Studies of Education Science 6General Pedagogics 7

Foundations of Pedagogics 8Introduction to Empirical Educational Research. 9

School Pedagogics 10Foundation Course of School Pedagogy 11Special Topics of School Pedagogy 12Accompanying tutorial (Special Educational Schools) 13

Psychology 14Educational Psychology: Learning and Instruction and Social Psychology (School and Family) 15Developmental Psychology (Childhood and Adolescence); Learning disabilities and behavioral Disorders(Children and Adolescents) 16Psychology of individual differences and personality; Assessment and Evaluation in Educational Psycholo-gy 17

Additive Modul 18Education and didactics in the context of intensive special needs 19Aspects of early childhood and adult life with physical and complex disabilities 20Didactics in cooperation with the studyworkshop 21Current topics in speech and language pathology 22Emotional and behavioral disorders: project in educational science and psychology - additive 23

Studies of Social Sciences 24Social Sciences 25Politics 26

Comparative Politics and Governance 27Political Institutions in the Federal Republic of Germany 28International Relations 29The European Union: Introduction 30Organizations, structures and developments in International Relations 31Political Philosophy 32Political and Social Studies 33Political and Social Studies 34

Sociology 35Foundations of Sociology 36Social Theory 37Social Structure and Inequality 38Introduction to Empirical Research Methods 39Political and Social Studies 40Political and Social Studies 41Sociology of Education and/or Socialization 42

Cultural Anthropology 43Introduction to Cultural Anthropology 44In-depth study in the analysis of culture 45

Religion and Philosophie 46Protestant Theology 47

Pattern of Ethical and anthropological Argumentation 48Education and Religion 49Ethics and Anthropology at a theory of religious teaching 50Aesthetics, culture and religion 51Religion and Lifeworld 52

LA Sonderpädagogik Educational Science (2015) JMU Würzburg • generated 06-Jun-2020 • exam. reg. data re-cord Lehramt Sonderpädagogik Erziehungswissenschaften - 2015

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Catholic Theology 53Religion in Culture and Society 1 54Religion in Culture and Society 2 55

Philosophy 56Theoretical Philosophy II 57Practical Philosophy II 58History of Philosophy II 59Basic disciplines of theoretical philosophy: Metaphysics and Epistemology 60Specific disciplines of theoretical philosophy 61Basic disciplines of practical philosophy 62Specific disciplines of practical philosophy 63Problems of Older Philosophy 64Problems of Modern Philosophy 65

Freier Bereich (general as well as subject-specific electives) 66EWS 67Psychology 68

Children with Learning Disabilities: Psychological Theories and Methods for the Improvement of Attention, Mo-tivation and Performance 69Gifted Children: Fundamentals and Concepts 70Introduction to Scientific Methodology in the Educational Context 71Conversation Techniques for Teachers 72Psychological Fundamentals, Diagnostics and Intervention of Specific Learning Disabilities 73Psychological Grounded Programs for the Modification of Behavioral Disorders 74Psychological Grounded Application of Media in Specific School Subjects 75From Experience of Counselling Centres in the Educational Field 76Counselling and Supervision 77Becoming Teacher - Being Teacher 78Training of Tutors for Differential Psychology and Pedagogic-Psychological Diagnostics 79Psychological Teacher Trainings with a view to professional practice 80

School Pedagogy 81Topical Subjects of School Pedagogy 82Teaching in secondary education 83

General Pedagogics 84History of education - LA 85Man between nature, culture and society 86

Pedagogic-didactic teaching placement 87Pedagogic-didactic teaching placement 88

Paper 89


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The subject is divided into

section / sub-section ECTS creditsstarting

pageStudies of Education Science 35 6General Pedagogics 8 7School Pedagogics 10 10Psychology 13 14Additive Modul 4 18

Studies of Social Sciences 8 24Social Sciences 0-5 25Politics 26Sociology 35Cultural Anthropology 43

Religion and Philosophie 3-8 46Protestant Theology 47Catholic Theology 53Philosophy 56

Freier Bereich (general as well as subject-specific electives) 0-15 66EWS 67Psychology 68School Pedagogy 81General Pedagogics 84

Pedagogic-didactic teaching placement 6 87Paper 10 89


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Abbreviations used

Course types: E = field trip, K = colloquium, O = conversatorium, P = placement/lab course, R = pro-ject, S = seminar, T = tutorial, Ü = exercise, V = lecture

Term: SS = summer semester, WS = winter semester

Methods of grading: NUM = numerical grade, B/NB = (not) successfully completed

Regulations: (L)ASPO = general academic and examination regulations (for teaching-degree program-mes), FSB = subject-specific provisions, SFB = list of modules

Other: A = thesis, LV = course(s), PL = assessment(s), TN = participants, VL = prerequisite(s)

Conventions

Unless otherwise stated, courses and assessments will be held in German, assessments will be offeredevery semester and modules are not creditable for bonus.

Notes

Should there be the option to choose between several methods of assessment, the lecturer will agreewith the module coordinator on the method of assessment to be used in the current semester by twoweeks after the start of the course at the latest and will communicate this in the customary manner.

Should the module comprise more than one graded assessment, all assessments will be equallyweighted, unless otherwise stated below.

Should the assessment comprise several individual assessments, successful completion of the modulewill require successful completion of all individual assessments.

In accordance with

the general regulations governing the degree subject described in this module catalogue:

LASPO2015

associated official publications (FSB (subject-specific provisions)/SFB (list of modules)):

20-Oct-2015 (2015-221)

This module handbook seeks to render, as accurately as possible, the data that is of statutory relevan-ce according to the examination regulations of the degree subject. However, only the FSB (subject-spe-cific provisions) and SFB (list of modules) in their officially published versions shall be legally binding.In the case of doubt, the provisions on, in particular, module assessments specified in the FSB/SFBshall prevail.


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http://www.uni-wuerzburg.de/amtl_veroeffentlichungen/


Studies of Education Science(35 ECTS credits)


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General Pedagogics(8 ECTS credits)


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Module title Abbreviation

Foundations of Pedagogics 06-Päd-GBW-LA-152-m01

Module coordinator Module offered by

holder of the Chair of Systematic Educational Science Chair of Systematic Educational Science

ECTS Method of grading Only after succ. compl. of module(s)

4 numerical grade --

Duration Module level Other prerequisites

1 semester undergraduate --

Contents

Basic concepts and processes of educational sciences.

Intended learning outcomes

Professional skills: The module introduces basic questions of educational sciences. The students have basic andorientational knowledge of the structure of the subject and the meaning of the concept of education. They areable to find theoretical explanations for concepts of educational sciences.

Courses (type, number of weekly contact hours, language — if other than German)

V (2)

Method of assessment (type, scope, language — if other than German, examination offered — if not every semester, information on whether

module is creditable for bonus)

a) written examination (approx. 120 minutes) or b) oral examination of one candidate each (approx. 30 minutes)or c) presentation (15 to 30 minutes) and written elaboration (10 to 15 pages) or d) term paper (15 to 20 pages)

Allocation of places

--

Additional information

--

Referred to in LPO I (examination regulations for teaching-degree programmes)

§ 32 I Nr. 1 b) aa)


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Introduction to Empirical Educational Research. 06-Päd-EBF-LA-152-m01


holder of the Chair of Research in Education Chair of Research in Education





Contents

In this module we discuss theories, methods and findings of empiric educational research while focusing oncompetence diagnostics and evaluation research.


The students acquire basic knowledge about educational research as evaluation research and about principlesand application fields of competence diagnostics.


V (2)



written examination (approx. 120 minutes)


--


--


§ 32 I Nr. 1 b) aa)


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School Pedagogics(10 ECTS credits)

Core modules pursuant to Section 32 Subsection 1 No. 1 Letter b) bb): 06-Schu-I-GL and 06-Schu-I-VTThere will be separate modules Begleitveranstaltung zum Pädagogisch-didaktischen Schulpraktikum(Course Accompanying the Pedagogic-Didactic Teaching Placement) for each type of school; please se-lect the module for the school type for which you are pursuing a teaching degree.


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Foundation Course of School Pedagogy 06-Schul-GL-152-m01


holder of the Chair of School Education Chair of School Education





Contents

Didactic concepts and theories of education, media-didactic concepts with a special focus on the deployment ofdigital media in classes, planning and creating learning environments whilst taking into account the subject andthe target group as well as the requirements of inclusive education; theory of school as a institution and orga-nisation that has been shaped and has to be shaped; results of empirical school and classroom research; con-cepts of diagnosing, evaluating and promoting performance, concepts of norm determination and quality mana-gement; education, schooling, promotion and counselling in school and classes.


After successfully completing this module, the students are able to characterise and evaluate theories of schooland classes as well as concepts and theories of schooling and education in view of different aspects and crite-ria. They can analyse teaching and learning offers and examples with reference to selected didactic conceptsand theories whilst taking into account media as well as information and communication technology and schoo-ling/education situations. In addition, they are able to create their own offers based on theories. They are ableto outline processes of norm determination, diagnosis, learning promotion, evaluation and quality managementand can evaluate their meaning for the development of school. Furthermore, the students are able to evaluatetheir own role as a teacher in view of different tasks regarding professional aspects.


V (2)



a) written examination (approx. 45 minutes) or b) oral examination of one candidate each (approx. 10 minutes) orc) presentation (approx. 15 minutes) with written elaboration (approx. 6 pages) or d) portfolio (approx. 20 pages)or e) term paper (approx. 15 pages)


--


--


§ 32 I Nr. 1 b) bb)


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Special Topics of School Pedagogy 06-Schul-VT-152-m01







Contents

Exemplary and close examination of the subject areas of School Pedagogics in view of didactic concepts andtheories of education, media-didactic concepts with a special focus on the deployment of digital media in clas-ses, planning and creating learning environments whilst taking into account the subject and the target group aswell as the requirements of inclusive education; theory of school as a institution and organisation that has beenshaped and has to be shaped; results of empirical school and classroom research; concepts of diagnosing, eva-luating and promoting performance; education, schooling, promotion and counselling in school and classes.


After successfully completing this module, the students are able to characterise and evaluate theories of schooland classes as well as concepts and theories of schooling and education in view of different aspects and crite-ria in a differentiated manner. These theories and concepts are chosen depending on the focal content. They cananalyse teaching and learning offers and examples with reference to selected didactic concepts and theorieswhilst taking into account media as well as information and communication technology and schooling/educati-on situations. Furthermore, they are able to create their own offers based on theories. They are able to outline va-rious processes of norm determination, diagnosis, learning promotion, evaluation and quality management andto evaluate their meaning for the development of school. Furthermore, the students are able to evaluate theirown role as a teacher in view of different tasks regarding professional aspects.


S (2)



a) written examination (approx. 45 minutes) or b) oral examination of one candidate each (approx. 10 minutes) orc) presentation (approx. 15 minutes) with written elaboration (approx. 6 pages) or d) portfolio (approx. 20 pages)or e) term paper (approx. 15 pages)creditable for bonus


--


--


§ 32 I Nr. 1 b) bb)


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Accompanying tutorial (Special Educational Schools) 06-Schul-PDP-BV-SO-152-m01




2 (not) successfully completed --



Contents

Concepts and theories of planning and conducting classes; methods of classroom observation, discussion andreflection of own teaching plans and attempts in Förderschule; concepts and theories of analysing and evalua-ting classes; teaching as a profession


After successfully completing this module, the students are able to characterise and evaluate concepts andtheories of planning and conducting classes in view of different aspects and criteria. They can analyse and eva-luate teaching and learning offers and examples in view of different aspects. They are able to create own tea-ching and learning offers and examples with reference to selected didactic concepts and theories whilst takinginto account media as well as information and communication technology. Furthermore, they can conduct andevaluate selected parts of their own teaching concepts in view of different aspects.


V (2)Course type: V instead of S and/or supplemented by T



a) report on practical course (approx. 5 pages) or b) portfolio (approx. 15 pages) or c) presentation (approx. 10minutes) and written elaboration (approx. 5 pages) or d) written examination (approx. 30 minutes) or e) oral ex-amination of one candidate each (approx. 5 minutes)


--


Assessment will have reference to tasks completed and experiences made during the placement. The accom-panying course can only be attended in one of the two subject semesters in which students are simultaneouslycompleting their teaching placements. The lecture will be offered in each of the two placement semesters; stu-dents are free to choose in which one of the two semesters they wish to attend the lecture provided they can se-cure a place.


§ 32 I Nr. 1 b) bb)


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Psychology(13 ECTS credits)


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Educational Psychology: Learning and Instruction and Social Psychology(School and Family)

06-Psy-LernSoz-152-m01


holder of the Professorship of Educational Psychology Institute of Psychology





Contents

Basic learning processes (theories and principles of human learning including cognitive learning processes);memory, knowledge acquisition (models of memory and requirements of memorising and knowledge building);thinking, problem solving (thinking processes and their principles, also during problem solving); instruction,quality of classes (specific measures and requirements of improving classes) / social interaction and communi-cation (teacher-student and student-student interaction, intercultural learning); social structures and processesin small groups (school class, work group, teaching staff, family); social attitudes, social cognition and subjecti-ve theories in teachers and students as well as their modification); social conflicts and their resolution.


Advanced methodological knowledge gives the students a better understanding of psychological literature.Knowledge of Psychology of Learning, Memory, Thinking and Knowledge facilitates better teaching on the onehand and efficient help for better learning on the other hand. Advanced knowledge of Social Psychology impro-ves the students' sympathy for pupils and their dependency on group, family and society; therefore, the studentshave the knowledge necessary for controlling social phenomena in class and for promoting a supportive socialatmosphere in class.


V (2) + V (2)Course type: alternatively S



written examination (approx. 45 minutes)Language of assessment: German and/or Englishcreditable for bonus


--


--


§ 32 I Nr. 1 b) cc)


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Developmental Psychology (Childhood and Adolescence); Learning disabili-ties and behavioral Disorders (Children and Adolescents)

06-Psy-EntAu-152-m01







Contents

Models and requirements of development; development of selected functional areas: Intelligence, memory,knowledge, language and speech, motivation, moral thinking and acting, social and sexual behaviour; identityand self-concept; childhood and adolescence; development support. / learning and performance disorders (at-tentiveness, concentration, partial performance disorders, disorders of social behaviour, communication andpersonality disorders (discipline and education difficulties, anxiety and social withdrawal, aggression and vio-lence, delinquency and drug consumption, extracurricular and at-school prevention and intervention


The students are able to classify individual children and juveniles according to peculiarities of developmentalsteps, areas and anomalies. They are able to apply, alter or create psychologically founded measures or pro-grammes for anomalies, learning difficulties and behavioural abnormalities on an undergraduate level.


V (2) + V (2)Course type: alternatively S



written examination (approx. 45 minutes)Language of assessment: German and/or Englishcreditable for bonus


--


--


§ 32 I Nr. 1 b) cc)


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Psychology of individual differences and personality; Assessment and Evalua-tion in Educational Psychology

06-Psy-DiffDia-152-m01






1 semester undergraduate Prerequisite for admission to assessment: 8 written exercises (approx. 1page) as specified by vhb.

Contents

Cognitive (intelligence, talent, creativity), emotional (eagerness to learn, anxiety) and motivational (motivationthrough curiosity, learning and performance motivation, interest, self-concept) requirements of learning; profes-sional development of teachers / psychological principles and quality criteria; measuring of school performance,grading and assessment of training success; questioning, assessment, observation and test methods; diagno-stics of school readiness for different types of school; methods of school related evaluation


The students are able to identify, classify and explain the development of the performance and personality struc-ture of pupils as well as the corresponding differences between pupils including the different manifestations ofdifferent talents. They acquire knowledge of the individual emotional-motivational and cognitive requirementsfor the development and improvement of the pupils' performance. They are able to theoretically analyse, if ne-cessary alter and practically apply conventional and psychological scientific methods for the assessment of per-formance.


V (2) + S (2)



written examination (approx. 45 minutes)creditable for bonus


--


The module may be offered online by Virtuelle Hochschule Bayern (vhb).


§ 32 I Nr. 1 b) cc)


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Additive Modul(4 ECTS credits)

Students studying for a teaching degree Grundschule, Mittelschule, Realschule, or Gymnasium mustcomplete a practical training in didactics and teaching methodology (studienbegleitendes fachdidak-tisches Praktikum) pursuant to Section 34 Subsection 1 No. 4 LPO I (examination regulations for tea-ching-degree programmes) and must attend the accompanying tutorial. Students studying for a tea-ching degree Grundschule or Mittelschule must complete the respective courses in the subject theyselected as Unterrichtsfach (subject studied with a focus on the scientific discipline), students study-ing for a teaching degree Realschule or Gymnasium must complete the respective courses in one of thesubjects they selected as Unterrichtsfach or vertieft studiertes Fach (subject studied with a focus on thescientific discipline). Details on the practical training in didactics and teaching methodology as well asthe accompanying tutorial are set out in the FSB (subject-specific provisions) and SFB (list of modules)of the respective subjects.Students studying for a teaching degree in special education will not have tocomplete a practical training in didactics and teaching methodology. Instead they will have to completean ancillary module (Additiv-Modul). Details on ancillary modules are set out in the FSB (subject-speci-fic provisions) and SFB (list of modules) of the respective specialisation in special education.


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Education and didactics in the context of intensive special needs 06-G-Schwerb-152-m01


holder of the Chair of Special Education IV Chair of Special Education IV: Education for Peoplewith Developmental and Intellectual Disabilities





Contents

Types of intensive special educational needs, e.g. autism, profound multiple disabilities, challenging behaviour.Pedagogical principles, didactic implications and therapeutic interventions in the field of working with peoplewith intensive special educational needs.


The students have knowledge of education and schooling for people with intensive special educational needs aswell as specific pedagogical, didactic and therapeutic approaches. They know methods of providing the pupilswith specific education offers in class. Furthermore, they know ways of dealing with extraordinary pedagogicaland human challenges.


S (2)



1) written examination (approx. 60 minutes) or 2) presentation (approx. 20 minutes) with written elaboration (ap-prox. 8 pages) or 3) presentation (approx. 30 minutes) or 4) oral examination of one candidate each (approx. 15minutes) or 5) term paper (approx. 10 pages)creditable for bonus


--


--


§ 22 (2) 5.a)


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Aspects of early childhood and adult life with physical and complex disabili-ties

06-K-Pä2-152-m01


holder of the Chair of Special Education II





Contents

Basic principles of Education for People with Physical and Complex Disabilities in extracurricular fields of acti-on; possibilities of participation as well as possible disorders; institutional structures; specific requirements inthe following fields (exemplary selection) including current research results: Early intervention, work, occupati-on, profession, living, partnership and sexuality, recreational activities, self-help groups.


The participants have basic knowledge of the offers of Education for People with Physical and Complex Disabili-ties in extracurricular fields of action. They are able to depict and critically analyse the leading principles and thegiven institutional structures. They can critically analyse research projects and their methods and are able to refi-ne and test them in individual fields of action.


S (2)



a) written examination (approx. 60 minutes) or b) presentation (approx. 45 minutes) or c) presentation (approx.30 minutes) with written elaboration (approx. 8 pages) or d) oral examination of one candidate each (approx. 30minutes) or e) term paper (approx. 10 pages) or f) portfolio (approx. 15 pages)


--


--


§ 32


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Didactics in cooperation with the studyworkshop 06-L-DidLL-152-m01


holder of the Chair of Special Education I





Contents

Application and in-depth study of didactic considerations and principles regarding pupils with learning disabili-ties, subject-didactic aspects (e.g. German, maths) regarding pupils with learning disabilities, methods and me-dia for the specific support of pupils with learning disabilities


Knowledge of learning and teaching materials and means for pupils with learning disabilities, methodologicalcompetence regarding different media and methods of supporting of pupils with learning disabilities; ability toevaluate the didactic effectiveness of different media and methods.


S (2) + S (2)



presentation (approx. 20 minutes) and written elaboration (approx. 8 pages)


--


--


§ 32


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Current topics in speech and language pathology 06-S-AspA-152-m01


holder of the Chair of Special Education III Chair of Special Education III: Speech and LanguagePathology




1 semester unknown --

Contents

No information on contents available.


No information on intended learning outcomes available.


S (1) + S (1)



1) portfolio (approx. 20 pages) or 2) portfolio (approx. 12 pages) and presentation (approx. 20 minutes) or 3) oralexamination of one candidate each (approx. 15 minutes)creditable for bonus


--


--


§ 32


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Emotional and behavioral disorders: project in educational science and psy-chology - additive

06-V-ProjPPA-152-m01


holder of the Chair of Special Education V




1 semester graduate Simultaneous completion of module 06-V-ProjPPA is mandatory.

Contents

The students collect information on the basic as well as issue-specific state of research and theory of a selectedtopic of pedagogy and/or psychology in the context of behavioural disorders. They examine this topic on the ba-sis of specific goals and questions while acquiring the corresponding methods. This might result in an empiricalstudy, the development of a theory-oriented concept, the development of a pedagogical or therapeutic-pedago-gical concept, an exemplary, evaluation-based application in class, the writing of a reader or journal article etc. Acooperation with a practice institution is also possible. The contents of the module are related to the module 06-V-ProjPPH.


The students know and are able to apply approaches to scientific questions (professional and methodologicalcompetence); they have advanced problem-specific knowledge of pedagogical questions and psychological per-spectives regarding behavioural disorders (professional competence); they know possibilities of theoretical andempirical data research (methodological competence); they are able to review complex problems in group workwhilst sticking to a self-developed work plan in a target-oriented manner (social competence); they independent-ly execute a complex task over a longer period of time with a high level of self-learning (self-competence).


S (2)



1) term paper (approx. 20 pages) or 2) presentation (approx. 60 minutes) and written elaboration (approx. 10 pa-ges)


--


--


§ 32


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Studies of Social Sciences(8 ECTS credits)

Pursuant to Section 22 Subsection 2 No. 1b and No. 5b in conjunction with Section 32 Subsection 1 No.1 Letter c) LPO I (examination regulations for teaching-degree programmes), students studying for a te-aching degree Grundschule, Mittelschule, or special education must achieve 8 ECTS credits in sectionGesellschaftswissenschaftliches Studium (Social and Political Sciences Courses) (Gesellschaftswis-senschaften (Social and Political Sciences) pursuant to Section 32 Subsection 1 No. 2 LPO I and Theolo-gie (Theology) or Philosophie (Philosophy) pursuant to Section 32 Subsection 1 No. 3 LPO I). Studentswho study Evangelische Religionslehre (Protestant Theology Didactics) or Katholische Religionslehre(Catholic Theology Didactics) as Unterrichtsfach (subject studied with a focus on the scientific discipli-ne) or Didaktikfach (subject studied with a focus on teaching methodology) must achieve a minimumof 5 ECTS credits in Evangelische Theologie (Protestant Theology) (if they are Protestant) or in Katholi-sche Theologie (Catholic Theology) (if they are Catholic). Students who do not study Evangelische Reli-gionslehre or Katholische Religionslehre as Unterrichtsfach or Didaktikfach must achieve a minimum of3 ECTS credits in Evangelische Theologie, Katholische Theologie, or Philosophie.


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Social Sciences(0-5 ECTS credits)


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Politics( ECTS credits)


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Comparative Politics and Governance 06-PSS-BM-VPS-152-m01


holder of the Chair of Comparative Politics and German Po-litics

Chair of Comparative Politics and German Politics





Contents

Introduction to the characteristics of political systems and central categories of comparative systems analysis.


The student has basic knowledge of the construction principles of political systems. He/she masters the applica-tion of the system comparison framework to concrete case studies.


V (2) + Ü (1)Module taught in: German and/or English



a) written examination (approx. 60 minutes) or b) written examination (approx. 90 minutes) or c) oral examinati-on of one candidate each (approx. 30 minutes) or d) term paper (approx. 15 pages)Language of assessment: German and/or English


50 places. There are no restrictions with regard to available places for students of the degree subjects Politicaland Social Studies (Bachelor's, 180, 120, 75, 60 ECTS credits) as well as Social Studies (Unterrichtsfach (subjectstudied with a focus on the scientific discipline) teaching degree Grundschule, Unterrichtsfach teaching degreeMittelschule, Didaktikfach (subject studied with a focus on teaching methodology) Didaktik der Grundschule (Di-dactics for Grundschule), Didaktikfach Didaktiken einer Fächergruppe der Mittelschule (Didactics of a Group ofSubjects of Mittelschule), vertieft studiertes Fach (subject studied with a focus on the scientific discipline) tea-ching degree Gymnasium). The number specified is the total number of places that will be allocated to studentsof other degree subjects in the SFB (list of modules) of which this module is listed. Should the number of appli-cations exceed the number of available places, places will be allocated according to the number of subject se-mesters. Among applicants with the same number of subject semesters, places will be allocated by lot. A waitinglist will be maintained and places re-allocated by lot as they become available.


--


§ 32 I Nr. 1 c)§ 56 I Nr. 1§ 22 II Nr. 1 h)§ 81 I Nr. 1


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Political Institutions in the Federal Republic of Germany 06-PSS-BM-BRD-152-m01








Contents

Basic principles of the political system of the German Federal Republic.


The student can name, describe, classify and discuss the basics of the political system of the Federal Republic ofGermany.









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International Relations 06-PSS-BM-IB-152-m01


holder of the Professorship of European Studies and Inter-national Relations

Professorship of European Studies and InternationalRelations





Contents

Basics, theories, and contemporary questions in International Relations.


The student has acquired the knowledge of International Relations' manifold theories. He/She is able to reflectthe appropriate conceptual and theoretical capacity of their main issues; he/she is able to conduct a theoreticalapproach to the analysis of pivotal problem areas of world politics.









--


§ 32 I Nr. 1 c)§ 56 I Nr. 1§ 22 II Nr. 1 h)§ 81 I Nr. 1§ 22 II Nr. 3 f)


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The European Union: Introduction 06-PSS-BM-EU-152-m01








Contents

Introduction in the European integration process, in the development of EEC/EC/EU and the political system aswell as selected policy fields of the European Union.


The student has acquired a general knowledge of European integration and is able to classify its historical deve-lopment and structures as well as its contemporary problem areas.









--




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Organizations, structures and developments in International Relations 06-PSS-BM-OIB-152-m01








Contents

Introduction to the United Nations or other international organizations as well as their history, structures, func-tioning, and contemporary questions and problems.


The student has acquired a general knowledge of the United Nations or other international organizations and isable to classify and discuss their structures, areas of responsibility, and contemporary questions.





a) written examination (approx. 60 minutes) or b) written examination (approx. 90 minutes) or c) oral examinati-on of one candidate each (approx. 30 minutes) or d) term paper (approx. 15 pages)Language of assessment: German and/or Englishcreditable for bonus




--




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Political Philosophy 06-PSS-BM-PT-152-m01








Contents

History of political thought, introduction into classics of political thought, introduction into selected politicaltheories.


Students have knowledge and understanding of the history of political thought and obtain an overview over ba-sic positions and theories. They are able to deal with theoretical issues on the field of the political.









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Political and Social Studies 06-PSS-BM-PSS-152-m01


Managing Director of the Institute for Political Science andSociology

Institute for Political Science and Sociology




1 semester undergraduate May not be combined with 06-SK-BM-PSS.

Contents

History and Function of the Social Sciences, Basics of Social Science Research Logic, History of Ideas, PoliticalSystems, International Relations, Political Sociology


The student has basic knowledge and understanding of research-oriented discourses in the social sciences. He/she has the ability to independently deal with social science issues.









--


§ 32 I Nr. 1 c)


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Political and Social Studies 06-SK-BM-PSS-152-m01







1 semester undergraduate May not be combined with 06-PSS-BM-PSS.

Contents












--


§ 32 I Nr. 1 c)§ 56 I Nr. 1 (2 ECTS credits) und § 56 I Nr. 2 (1 ECTS credits)§ 22 II Nr. 1 h)§ 81 I Nr. 1 (2 ECTS credits) und § 81 I Nr. 2 (1 ECTS credits)


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Sociology( ECTS credits)


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Foundations of Sociology 06-PSS-BM-AS-152-m01


holder of the Chair of Sociology and Sociological Theory Chair of Sociology and Sociological Theory





Contents

Overview of fundamental sociological terms, issues, topics and methods of analysis


Students will recognize the main conceptual tools and analytical schemas of sociology









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Social Theory 06-PSS-BM-ST-152-m01


holder of the Chair of Sociology and Sociological Theory Chair of Sociology and Sociological Theory





Contents

Overview of the succession and structural logic of modern sociological paradigms


Students will obtain detailed knowledge of the historical and logical progression of sociological theories









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Social Structure and Inequality 06-PSS-BM-SpS-152-m01


holder of the Professorship of Sociology and QualitativeResearch

Professorship of Sociology and Qualitative Research





Contents

Introduction to Social Structure Analysis


Students gain an insight into social structure analysis.









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Introduction to Empirical Research Methods 06-PSS-BM-Meth-152-m01








Contents

Basics of the qualitative and quantitative methods of empirical research.


The student acquires a first understanding of the qualitative and quantitative methods of empirical research.





a) written examination (approx. 90 minutes) or b) oral examination of one candidate each (approx. 30 minutes)Language of assessment: German and/or English




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Political and Social Studies 06-PSS-BM-PSS-152-m01







1 semester undergraduate May not be combined with 06-SK-BM-PSS.

Contents












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§ 32 I Nr. 1 c)


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Political and Social Studies 06-SK-BM-PSS-152-m01







1 semester undergraduate May not be combined with 06-PSS-BM-PSS.

Contents












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§ 32 I Nr. 1 c)§ 56 I Nr. 1 (2 ECTS credits) und § 56 I Nr. 2 (1 ECTS credits)§ 22 II Nr. 1 h)§ 81 I Nr. 1 (2 ECTS credits) und § 81 I Nr. 2 (1 ECTS credits)


page 41 / 89



Sociology of Education and/or Socialization 06-GWS-EWS-152-m01


holder of the Professorship of Sociology and QualitativeResearch

Professorship of Sociology and Qualitative Research




1 semester undergraduate May not be combined with 06-SK-EWS.

Contents

German contents available but not translated yet. Theorien, Methoden und Befunde aktueller Untersuchungen und Literatur aus Bereichen der Soziologie mit erzie-hungswissenschaftlichem Bezug oder der Bildungssoziologie.


Students will become adept at recognizing and evaluating the main conceptual theories, methods and findingsin one or several fields of action of social science with relation to educational science or educational sociology.


S (2)Module taught in: German and/or English



a) presentation (approx. 30 minutes) with position paper (1 to 2 pages) or b) term paper (approx. 10 pages) or c)oral examination of one candidate each (approx. 20 minutes) or d) portfolio (approx. 10 to 20 hours total)Language of assessment: German and/or English




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§ 32 I Nr. 1 c)


page 42 / 89


Cultural Anthropology( ECTS credits)


page 43 / 89



Introduction to Cultural Anthropology 04-EEVK-EEL-152-m01


holder of the Chair of European Ethnology Chair of European Ethnology





Contents

This module gives an overall introduction to the cultural research area from the point of view of European Eth-nology / Cultural Anthropology. On the one hand, the module provides subject-specific background knowledgefrom a students' field of experience, that can be practically used. On the other hand, subject-specific basics ofscientific / academic methods will be taught.


Students gain insights into positions and research areas of European Ethnology / Cultural Anthropology. Abilityto incorporate with historical and present subject areas as well as their transfer into university context.


Ü (2)





50 places. Should the number of applications exceed the number of available places, places will be allocatedaccording to the number of subject semesters. Among applicants with the same number of subject semesters,places will be allocated by lot. A waiting list will be maintained and places re-allocated by lot as they becomeavailable.


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§ 32 I Nr. 1 c)


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In-depth study in the analysis of culture 04-EEVK-EKL-152-m01


holder of the Chair of European Ethnology Chair of European Ethnology





Contents

This module provides an advanced insight into the research of everyday and popular culture from the view of Eu-ropean Ethnology / Cultural Anthropology. Specific everyday and popular cultures of history and present age willbe examined, whilst taking local conditions into account. To that end, in addition to the basic introduction, stu-dents have to register for another advanced seminar to fully complete this module.


The module provides students with skills of cultural analysis in theory and practice. They acquire the ability to re-search and mediate the results independently with subject-specific background knowledge of European Ethnolo-gy / Cultural Anthropolgy. They are able to observe daily cultural phenomena critically and to classify them intomajor historico-cultural developments.


Ü (2) + S (2)



presentation (approx. 25 minutes) with position paper (approx. 2 pages) and written examination (approx. 90 mi-nutes)




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§ 32 I Nr. 1 c)


page 45 / 89


Religion and Philosophie(3-8 ECTS credits)


page 46 / 89


Protestant Theology( ECTS credits)


page 47 / 89



Pattern of Ethical and anthropological Argumentation 06-Th-STETAN-152-m01


holder of the Chair of Religious Education Chair of Religious Education





Contents

Theological interpretations of key concepts in ethics (including, but not limited to, love, power, justice, and free-dom) on the basis of a broad range of topics (ecology, bioethics, the media and data protection, war and peace,inclusion, religious diversity, etc.).


At the end of course, students will have become familiar with theological positions on issues in ethics. They willbe able to situate them within cultural and historical contexts, assess their relevance to current debates, and re-flect upon the relevance they have to their own theological discussions.


V (2)



a) presentation (approx. 20 minutes) with written elaboration (approx. 2 pages) or b) term paper (approx. 12 pa-ges) or c) written examination (approx. 60 minutes)Language of assessment: German or English


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§ 32 I Nr. 1 c)


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Education and Religion 06-Th-BuR-152-m01







Contents

Religious education in the context of general educational processes within the educational and human sciences.


At the end of the course, students will be able to describe the connection between religious education and ped-agogy in the context of selected topics. They will also be able to describe the characteristics of the subject in thecontext of the educational and human sciences, applying criteria for evaluation.


S (2)



a) presentation (approx. 20 minutes) with written elaboration (approx. 2 pages) or b) term paper (approx. 12 pa-ges) or c) written examination (approx. 60 minutes)Language of assessment: German or English


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§ 32 I Nr. 1 c)


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Ethics and Anthropology at a theory of religious teaching 06-Th-EtAnRD-152-m01







Contents

Ethical and anthropological principles within religious education didactics.


At the end of the course, students will have developed the ability to situate ethical and anthropological patternsof argument within the context of approaches to, or the fundamental principles of, religious education. This abili-ty will enable them to independently develop ethical and anthropological patterns of argument and to interrelatethem with selected topics included in the curriculum.


S (2)



a) presentation (approx. 15 minutes) and written examination (approx. 90 minutes) or b) term paper (approx. 15pages)Language of assessment: German or English


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§ 32 I Nr. 1 c)


page 50 / 89



Aesthetics, culture and religion 06-Th-ÄKR-152-m01


holder of the Chair of Systematic Theology and Present-dayProblems

Chair of Systematic Theology and Present-day Pro-blems





Contents

An awareness of the correlation between the areas of aesthetics, culture, and religion with special attention totheir individual nature and with an understanding of current questions and problems and, in particular, of howthey appear in the media.


At the end of the course, students will have developed cultural-hermeneutic skills and techniques. They will beable to decipher everyday phenomena, societal processes of self-interpretation, ethical discourses, or works ofart from various art disciplines in the context of theological or ethical theories. They will be able to develop ba-lanced judgements and interrelate them with other phenomena.


V (2)







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§ 32 I Nr. 1 c)


page 51 / 89



Religion and Lifeworld 06-Th-RL-152-m01


holder of the Chair of Systematic Theology and Present-dayProblems

Chair of Systematic Theology and Present-day Pro-blems





Contents

Understanding of the power to shape culture that religion had/has in history and in present times, concentrationof religious and ethical phenomena in the fields of art, media, or daily life. Hermeneutics and problem areas inaesthetic theology in correlation with dogmatic, philosophical, and ethical topoi as well as current topics.


At the end of the course, students will have developed cultural-hermeneutic skills and techniques. They will beable to decipher everyday phenomena, societal processes of self-interpretation, ethical discourses, or works ofart from various art disciplines in the context of theological or ethical theories. They will be able to develop ba-lanced judgements and interrelate them with other phenomena.


V (2)





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§ 32 I Nr. 1 c)


page 52 / 89


Catholic Theology( ECTS credits)


page 53 / 89



Religion in Culture and Society 1 01-LA-GWS-RKG1-152-m01


Dean of Studies Faculty of Catholic Theology Faculty of Catholic Theology





Contents

The relationship between religion, culture, and society in plural and multicultural contexts. Analysis of faith, reli-gion, and theology and how they impact upon culture and society. Discussion of some aspects of religious edu-cation in the context of today's secular society. An introduction to patterns and forms of theological/religiousargument used in discourses in society and discussion of the importance of intercultural and interreligious dia-logue.


At the end of the course, students will have become familiar with religion as a socio-anthropological reality aswell as with the relevance and power of religion to shape society and culture in plural and multicultural contexts.They will be familiar with patterns and forms of theological/religious argument and will have developed an awa-reness of the importance of intercultural and interreligious dialogue. Students will be able to identify religiousphenomena and forms of expression of religion in a cultural and social context as well as to critically reflect uponthem.


V (2)



a) written examination (approx. 60 minutes) or b) oral examination of one candidate each (approx. 15 minutes)or c) portfolio (2 to 4 assessments, approx. 15 hours total)


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§ 32 I Nr. 1 c)


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Religion in Culture and Society 2 01-LA-GWS-RKG2-152-m01


Dean of Studies Faculty of Catholic Theology Faculty of Catholic Theology





Contents

The relationship between religion, culture, and society in plural and multicultural contexts. Analysis of faith, reli-gion, and theology and how they impact upon culture and society. Discussion of some aspects of religious edu-cation in the context of today's secular society. An introduction to patterns and forms of theological/religiousargument used in discourses in society and discussion of the importance of intercultural and interreligious dia-logue.


At the end of the course, students will have become familiar with religion as a socio-anthropological reality aswell as with the relevance and power of religion to shape society and culture in plural and multicultural contexts.They will be familiar with patterns and forms of theological/religious argument and will have developed an awa-reness of the importance of intercultural and interreligious dialogue. Students will be able to identify religiousphenomena and forms of expression of religion in a cultural and social context as well as to critically reflect uponthem.


V (2) + Ü (2)



a) written examination (approx. 90 minutes) or b) oral examination of one candidate each (approx. 20 minutes)or c) portfolio (3 to 5 assessments, approx. 30 hours total)


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§ 32 I Nr. 1 c)


page 55 / 89


Philosophy( ECTS credits)


page 56 / 89



Theoretical Philosophy II 06-Ph-B-P3/2-152-m01


holder of the Chair of Theoretical Philosophy Institute of Philosophy





Contents

Introduction to fundamental systematic problems and historical traditions in theoretical philosophy by the rea-ding and discussion of paradigmatic texts.


Insight into basic problems and positions in theoretical philosophy; ability to analyze philosophical texts andpositions; ability to organize concepts and philosophical positions into overarching intellectual schemata; abili-ty to present philosophical positions in a structured and linguistically appropriate manner.


S (2)



written examination (90 minutes)


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§ 32 I Nr. 1 c)


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Practical Philosophy II 06-Ph-B-P4/2-152-m01


holder of the Chair of Practical Philosophy Institute of Philosophy





Contents

Introduction to fundamental systematic problems and historical traditions in practical philosophy by the readingand discussion of paradigmatic texts.


Insight into basic problems and positions in practical philosophy; ability to analyze philosophical texts and posi-tions; ability to organize concepts and philosophical positions into overarching intellectual schemata; ability topresent philosophical positions in a structured and linguistically appropriate manner.


S (2)



oral examination (approx. 25 minutes)


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§ 32 I Nr. 1 c)


page 58 / 89



History of Philosophy II 06-Ph-B-P5/2-152-m01


holder of the Chair of the History of Philosophy Institute of Philosophy





Contents

Introduction to the history of philosophy by reading and discussing paradigmatic historical texts on systematicfundamental problems and historical traditions.


Knowledge of, understanding of, and ability to evaluate scholarly inquiry with respect to the history of philoso-phy; knowledge of, understanding of, and ability to evaluate historical philosophical positions; ability to analyzephilosophical texts and positions; ability to organize concepts and philosophical positions into overarching in-tellectual schemata; ability to present philosophical positions in a structured and linguistically appropriate man-ner.


S (2)



term paper (10 to 12 pages)


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§ 32 I Nr. 1 c)


page 59 / 89



Basic disciplines of theoretical philosophy: Metaphysics and Epistemology 06-Ph-B-W5-152-m01







Contents

Problems in and theoretical models of basic disciplines of theoretical philosophy.


Insight into the fundamental disciplines of theoretical philosophy; ability to analyse philosophical texts and is-sues; ability to follow the rules of scholarly work; ability to apply general principles of argumentation such astransparency, consistency, discursivity, completeness, and generalisability; ability to independently developphilosophical ideas and to present them in a structured, linguistically appropriate, and rhetorically practisedmanner.


S (2)





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§ 32 I Nr. 1 c)


page 60 / 89



Specific disciplines of theoretical philosophy 06-Ph-B-W6-152-m01







Contents

Problems in and theoretical models of special disciplines of theoretical philosophy.


Insight into selected special disciplines of theoretical philosophy; ability to analyse philosophical texts and issu-es; ability to follow the rules of scholarly work; ability to apply general principles of argumentation such as trans-parency, consistency, discursivity, completeness, and generalisability; ability to independently develop philoso-phical ideas and to present them in a structured, linguistically appropriate, and rhetorically practised manner.


S (2)





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§ 32 I Nr. 1 c)


page 61 / 89



Basic disciplines of practical philosophy 06-Ph-B-W7-152-m01







Contents

Problems in and theoretical models of basic disciplines of practical philosophy.


Insight into the fundamental disciplines of practical philosophy; ability to analyse philosophical texts and issu-es; ability to follow the rules of scholarly work; ability to apply general principles of argumentation such as trans-parency, consistency, discursivity, completeness, and generalisability; ability to independently develop philoso-phical ideas and to present them in a structured, linguistically appropriate, and rhetorically practised manner.


S (2)





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§ 32 I Nr. 1 c)


page 62 / 89



Specific disciplines of practical philosophy 06-Ph-B-W8-152-m01







Contents

Problems in and theoretical models of special disciplines of practical philosophy.


Insight into selected special disciplines of practical philosophy; ability to analyse philosophical texts and issu-es; ability to follow the rules of scholarly work; ability to apply general principles of argumentation such as trans-parency, consistency, discursivity, completeness, and generalisability; ability to independently develop philoso-phical ideas and to present them in a structured, linguistically appropriate, and rhetorically practised manner.


S (2)





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§ 32 I Nr. 1 c)


page 63 / 89



Problems of Older Philosophy 06-Ph-B-W9-152-m01







Contents

Problems in and theoretical models of ancient and medieval philosophy.


Ability to analyse philosophical problems of older philosophy (ancient/medieval); in-depth knowledge of the hi-story of philosophical concepts, arguments, and theories; ability to apply general principles of argumentationsuch as transparency, consistency, discursivity, completeness, and generalisability; ability to independently de-velop philosophical ideas and to present them in a structured, linguistically appropriate, and rhetorically practi-sed manner.


S (2)





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§ 32 I Nr. 1 c)


page 64 / 89



Problems of Modern Philosophy 06-Ph-B-W10-152-m01







Contents

Reading and discussion of selected problems in modern philosophy.


Ability to analyse philosophical problems of modern philosophy (early modern to contemporary); in-depth know-ledge of the history of philosophical concepts, arguments, and theories; ability to apply general principles of ar-gumentation such as transparency, consistency, discursivity, completeness, and generalisability; ability to pre-sent philosophical issues in a structured and linguistically and rhetorically appropriate way.


S (2)





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§ 32 I Nr. 1 c)


page 65 / 89


Freier Bereich (general as well as subject-specific electives)(0-15 ECTS credits)

Teaching degree students must take modules worth a total of 15 ECTS credits in the area Freier Bereich(general as well as subject-specific electives) (Section 9 LASPO (general academic and examination re-gulations for teaching-degree programmes)). To achieve the required number of ECTS credits, studentsmay take any modules from the areas below.Freier Bereich (general as well as subject-specific electives) -- open for all teaching degree students ir-respective of their subject combinations: For additional courses that are open to all teaching degreestudents irrespective of their subject combinations (fächerübergreifendes Zusatzangebot), please re-fer to the respective Annex of the "Ergänzende Bestimmungen für den "Freien Bereich" im Rahmen desStudiums für ein Lehramt" (Supplementary Provisions on the Area "Freier Bereich" in Teaching-DegreeProgrammes).Freier Bereich (general as well as subject-specific electives) -- subject specific (teaching degree Grund-schule (LA GS), teaching degree Mittelschule (LA MS), teaching degree Realschule (LA RS) or teachingdegree special education (LA SoP)).


page 66 / 89


EWS( ECTS credits)


page 67 / 89


Psychology( ECTS credits)


page 68 / 89



Children with Learning Disabilities: Psychological Theories and Methods forthe Improvement of Attention, Motivation and Performance

06-Psy-Beeint-152-m01







Contents

Manifestations and causes of general learning difficulties in pupils in primary education. Basic principles of pe-dagogical-psychological interventions and training programmes. Specific and grade-appropriate methods andprogrammes to enhance concentration, motivation and performance.


The students know and are able to identify forms (and causes) of general learning difficulties in pupils. Theyknow the theoretical principles, structure, course, carrying out and evaluation of intervention or training pro-grammes.


S (2)



a) talk (approx. 20 minutes) or b) term paper (approx. 7 pages) or c) written examination (approx. 30 minutes) ord) oral examination of one candidate each (approx. 15 minutes)




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LA GS/MS: § 22 II Nr. 1 h), LA RS: § 22 II Nr. 2 f), LA SoP: § 22 II Nr. 5 h)


page 69 / 89



Gifted Children: Fundamentals and Concepts 06-Psy-Begab-152-m01







Contents

Types, development and identification of intellectual giftedness and its typical manifestations, including the re-sulting advantages and disadvantages in school life. Necessity and measures of special support for highly giftedchildren in primary education.


The students have knowledge of intellectual giftedness in children as well as the forms, development and pos-sibilities of identification. They know the capabilities and limits of highly gifted children in primary education aswell as the possible developmental problems of these children. They know school and extracurricular measuresfor the promotion of highly gifted pupils as well as the possibilities of psychological counselling.


S (2)







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page 70 / 89



Introduction to Scientific Methodology in the Educational Context 06-Psy-EinwissA-152-m01







Contents

Basic empirical methods, data collection and processing; working with texts.


The students have applicable knowledge of psychological methodology and are able to collect and process data.They are principally able to write a psychological text according to scientific criteria.


Ü (1)



portfolio (approx. 10 pages, to include 3 components on the design, implementation and evaluation of an empiri-cal study)




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page 71 / 89



Conversation Techniques for Teachers 06-Psy-Gespräf-152-m01






1 semester undergraduate Regular attendance (no more than three incidents of absence).

Contents

Different aspects of messages; basic attitudes in conversation; active and passive listening; I-messages; pre-paration for and phases of conversation; problem and solution orientation; observation and analysis of sampleconversations as well as testing and practising of conversations on the basis of realistic conversational situati-ons.


The students acquire basic attitudes and techniques indispensable for a target- and result-oriented conversationin a professional and confidence-building atmosphere.


Ü (3)



practical examination (designing a seminar, approx. 90 minutes).Designing a seminar includes providing subject-specific input, giving instructions for assignments, modera-ting/coordinating the participants' contributions, summarising these contributions as well as demonstrating/de-livering/designing a class.




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page 72 / 89



Psychological Fundamentals, Diagnostics and Intervention of Specific Lear-ning Disabilities

06-Psy-SpezLern-152-m01







Contents

Forms, identification and effects of special learning disorders, especially of dyslexia and dyscalculia, includingthe psychological theories on development and course. Psychologically evaluated intervention programmes inview of their way of functioning, organisation and implementation.


The students know special learning disorders, especially dyslexia and dyscalculia as well as their forms and theirrelevance in school. They have gained an overview of corresponding, evaluated intervention and training pro-grammes and know how to apply these.


S (2)







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page 73 / 89



Psychological Grounded Programs for the Modification of Behavioral Disor-ders

06-Psy-ProgAuff-152-m01







Contents

Manifestations, causes, clustering and effects of behavioural abnormalities. Measures and programmes to influ-ence behavioural abnormalities in school and school-related situations, especially aggression and violence, an-xiety disorders, disturbed social behaviour as well as attention deficit hyperactivity disorder.


The students know the causes, manifestations and relevance of behavioural abnormalities in pupils. They haveknowledge of measures and programmes for influencing behavioural abnormalities in school and in the contextof school and especially know the structure, course and specific application of relevant, evaluated programmes.


S (2)







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page 74 / 89



Psychological Grounded Application of Media in Specific School Subjects 06-Psy-Medien-152-m01







Contents

Principles, goals and methods of using media in school and class in view of Media Psychology, media technolo-gy, and Educational Psychology, e.g. psychological computer programmes for learning and practising individualteaching subjects and areas; utilising recording media for classroom support (ensuring learning achievements,visualisation, improvement of class solidarity).


The students know corresponding media and their possible pedagogical-psychological application. When it co-mes to learning programmes, they have gained an overview of relevant, evaluated programmes and are able toevaluate their efficiency on the basis of individual dimensions. They are able to handle recording media and toprepare the usage for improved teaching.


S (2)







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page 75 / 89



From Experience of Counselling Centres in the Educational Field 06-Psy-PraxBera-152-m01







Contents

School counselling institutions and offers (school counselling office, educational psychologists and advisory te-achers, mobile special education services) and extracurricular counselling (e.g. child guidance centres and fami-ly counselling centres, Counselling Centre for the Gifted and Talented, centre for early diagnosis, paediatricians,child and adolescent psychiatry)


The students have gained insights into the questions and structure of school counselling. They are familiar withthe structure of the school counselling system and have gained an overview of the institutions of extracurricularcooperation partners as well as information about the possibilities of making contact, also for parents.


S (2)



a) talk (approx. 20 minutes, approx. 2 pages) or b) term paper (approx. 7 pages) or c) written examination (ap-prox. 30 minutes) or d) oral examination of one candidate each (approx. 15 minutes)


max. 20 places. Should the number of applications exceed the number of available places, places will be allo-cated according to the number of subject semesters. Among applicants with the same number of subject seme-sters, places will be allocated by lot. A waiting list will be maintained and places re-allocated by lot as they beco-me available.


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page 76 / 89



Counselling and Supervision 06-Psy-Suvi-152-m01







Contents

Supervision of teaching degree students deals with current stress situations of supervisors. These situationsmight include conflicts resulting from relations with oneself, pupils, parents or the teaching staff. We will consi-der the problems presented from different angles and compile various solution approaches.


By working as supervisors, the teaching degree students advance their personal, subject-specific and socialcompetencies. The students are able to re-evaluate conflictual relations in school, to evaluate interaction proces-ses and problems in altered contexts, and to perceive themselves and others in a differentiated manner. Theyare more aware of their own and other person's feelings and are able to develop alternatives for action.


Ü (2)







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page 77 / 89



Becoming Teacher - Being Teacher 06-Psy-Lwerdsein-152-m01







Contents

Self-perception, self-reflection and resource analysis regarding one's suitability as a teacher and the decision tostudy a teaching degree programme (demands on teachers; individual stress management strategies; the signi-ficance of collegial counselling when dealing with difficult pupils, parents and colleagues). The teacher trainingcourses analyse the teaching behaviour of the participating students and the structure of learning-psychologicaland socio-psychological alternatives: (usage of video feedback; elements of group dynamics and behaviour re-gulation in due consideration of different types of pupils.)


The students reflect on their journey leading to the teaching degree studies. They compare the role and tasks ofteachers to their expectations and competencies and analyse stress factors and possible coping strategies. Theyunderstand the importance of personal attitude and behaviour when dealing with pupils, parents and colleaguesand become acquainted with solution-oriented systemic perspectives. After completing the teaching training,the students know advantageous and disadvantageous forms and effects of possible interactions between tea-chers and children/juveniles as well as alternative behaviour patterns for dealing with pupils based on an appro-priate basic attitude taking into account the pupils' individual peculiarities.


Ü (2)







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page 78 / 89



Training of Tutors for Differential Psychology and Pedagogic-PsychologicalDiagnostics

06-Psy-TutausbDD-152-m01




3 (not) successfully completed 06-Psy-DiffDia



Contents

University didactic and advanced knowledge of "Differential and Personality Psychology in the Context ofSchool" and "Pedagogical Psychological Diagnostics and Evaluation". Knowledge and possibilities of a virtualmodule and possibilities of electronic communication with students.


The students can act as tutors in the virtual module "Differential and Personality Psychology in the Context ofSchool" and "Pedagogical Psychological Diagnostics and Evaluation". They are able to assess and comment onthe texts written by the module participants.


S (2)







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page 79 / 89



Psychological Teacher Trainings with a view to professional practice 06-Psy-LTrain-152-m01







Contents

Psychological training programmes for teachers, including theoretical principles, definition of goals and processdescriptions; practical presentation and interactive handling of individual central components


The students know training programmes that can serve as a preparation for teaching jobs or as postgraduatetraining for teachers. They are able to connect the theoretical principles of these programmes to the presentedapplications and can develop stimuli and guidelines for their own current or future occupation in the field of edu-cation and teaching.


S (2)







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page 80 / 89


School Pedagogy( ECTS credits)


page 81 / 89



Topical Subjects of School Pedagogy 06-Schul-Meth-152-m01







Contents

Exemplary examination of the subject areas of School Pedagogics in view of didactic concepts and theories ofeducation, media-didactic concepts with a special focus on the deployment of digital media in classes, planningand creating learning environments whilst taking into account the subject and the target group as well as the re-quirements of inclusive education; theory of school as a institution and organisation that has been shaped andhas to be shaped; results of empirical school and classroom research; concepts of diagnosing, evaluating andpromoting performance; education, schooling, promotion, counselling and innovation in school and classes.


After successfully completing this module, the students are able to perceive and understand thought patterns,emotions, behaviour and actions of children and juveniles regarding their developmental status and their socialenvironment


S (2)







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page 82 / 89



Teaching in secondary education 06-Schul-UntSek-152-m01







Contents

Principles of planning classes on the basis of scientifically proven didactic concepts and theories that take intoaccount the curriculum of secondary level I and II in secondary schools as well as the corresponding age group;empirical and theoretical characteristics of good classes; concepts and methods of analysing and evaluatingclasses whilst taking into account the curriculum of secondary level I and II.


After successfully completing this module, the students are able to characterise and evaluate concepts andtheories of planning and conducting classes in secondary level I and II in view of different aspects and criteria.They can analyse and evaluate teaching and learning offers and examples in secondary level I in view of differentaspects. They are able to create own teaching and learning offers and examples in secondary level I and II withreference to selected didactic concepts and theories whilst taking into account the target group, media as wellas information and communication technology. Furthermore, they can evaluate selected examples in view of dif-ferent aspects.


S (2)







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page 83 / 89


General Pedagogics( ECTS credits)


page 84 / 89



History of education - LA 06-Päd-HP-LA-152-m01







Contents

Selected eras of the history of pedagogy, corresponding important representatives and their works; introducti-on to anthropological and sociocultural principles in view of the conception of man and corresponding ideas ofschooling and education.


The students have basic knowledge of anthropology and the history of education. They are able to understandconcepts of educational sciences in view of its history and to find connections to social culture and current so-ciopolitical discussions.


S (3)



a) written examination (approx. 120 minutes) or b) oral examination of one candidate each (approx. 30 minutes)or c) presentation (15 to 30 minutes) with written elaboration (10 to 15 pages) or d) term paper (15 to 20 pages) ore) portfolio (approx. 10 to 20 pages)Assessment offered: Once a year, winter semester




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page 85 / 89



Man between nature, culture and society 06-Päd-NKG-LA-152-m01







Contents

Selected eras of the history of pedagogy, corresponding important representatives and their works; introducti-on to anthropological and sociocultural principles in view of the conception of man and corresponding ideas ofschooling and education.


The students have basic knowledge of anthropology and the history of education. They are able to understandconcepts of educational sciences in view of its history and to find connections to social culture and current so-ciopolitical discussions.


S (2)



a) written examination (approx. 120 minutes) or b) oral examination of one candidate each (approx. 30 minutes)or c) presentation (15 to 30 minutes) with written elaboration (10 to 15 pages) or d) term paper (15 to 20 pages) ore) portfolio (approx. 10 to 20 pages)Assessment offered: Once a year, winter semester




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page 86 / 89


Pedagogic-didactic teaching placement(6 ECTS credits)

There will be separate modules Pädagogisch-didaktisches Schulpraktikum (Pedagogic-Didactic Tea-ching Placement) for each type of school; please select the module for the school type for which youare pursuing a teaching degree.


page 87 / 89



Pedagogic-didactic teaching placement 06-Schul-PDP-SO-152-m01







Contents

Knowledge and experience of the task fields of teachers at Grundschule, Mittelschule or Förderschule in viewof pedagogics and didactics; planning classes and evaluating classroom observations as well as own teachingplans and attempts; theoretical classification and reflection


After successfully completing this module, the students know different possibilities to design classes for Grund-schule, Mittelschule or Förderschule, to focus on the pupils whilst teaching and to identify promotion possibili-ties. They are experienced in planning, conducting and analysing classes and in promoting individual pupils aswell as the whole class. They have an overview of the task fields of teachers at Grundschule, Hauptschule or För-derschule and of school as an organisation. They are able to evaluate and navigate their own suitability to workas a teacher.


P (0)



Contents and duration of placement as specified in Section 34 Subsection 1 Sentence 1 No. 3 LPO I (examinationregulations for teaching-degree programmes); participation in mandatory teaching practice, completion of all settasks as specified by placement school


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§ 34 I 1 Nr. 3


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Paper(10 ECTS credits)

Preparation of a written Hausarbeit (thesis) in accordance with the provisions of Section 29 LPO I (ex-amination regulations for teaching-degree programmes) is a prerequisite for teaching degree studentsto be admitted to the Erste Staatsprüfung (First State Examination). The Hausarbeit module is worth 10ECTS credits.Students studying for a teaching degree Grundschule or Mittelschule may write their Hausarbeit (the-sis) pursuant to Section 29 LPO I (examination regulations for teaching-degree programmes) in the sub-ject Erziehungswissenschaften (Educational Science) (Erziehungswissenschaftliches Studium (Edu-cational Science Courses) or Gesellschaftswissenschaftliches Studium (Social and Political SciencesCourses)), in the subject Didaktiken einer Fächergruppe der Mittelschule (Didactics of a Group of Sub-jects of Mittelschule) within the meaning of Section 38 Subsection 1 LPO I, Didaktik der Grundschule(Didactics for Grundschule) within the meaning of Section 36 Subsection 1 LPO I, or in the subject theyselected as Unterrichtsfach (subject studied with a focus on the scientific discipline). Students may al-so choose to write an interdisciplinary thesis. Students studying for a teaching degree Realschule orGymnasium may write their Hausarbeit (thesis) pursuant to Section 29 LPO I (examination regulationsfor teaching-degree programmes) in the subject Erziehungswissenschaften (Educational Science) (Er-ziehungswissenschaftliches Studium (Educational Science Courses)) or in one of the two subjects theyselected as Unterrichtsfach or vertieft studiertes Fach (subject studied with a focus on the scientific dis-cipline). Students may also choose to write an interdisciplinary thesis.Students studying for a teaching degree in special education may write their Hausarbeit (thesis) in theirspecialisation in special education. In accordance with the provisions of Section 29 Subsection 1 Sen-tence 2 LPO I (examination regulations for teaching-degree programmes), students may also choose towrite an interdisciplinary thesis. For the Hausarbeit modules of each specialisation in special educati-on, see the corresponding SFB (list of modules).


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Module Catalogue - uni-wuerzburg.dePsychology 68 School Pedagogy 81 General Pedagogics 84 Pedagogic-didactic teaching placement 6 87 Paper 10 89 LA Sonderpädagogik Educational Science