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Secondary Education

Semester 1 · 83001 · University course for initial training of secondary school teachers in the German language - 60CP · 6CP · DE


The module provides research-informed foundations for professional educational practice and examines the role of teachers as reflective education professionals. It addresses key concepts of education, professional relationships, communication, collaboration, diversity, inclusion, and school and quality development. Participants develop the ability to analyse educational situations from a theoretical perspective, navigate the complexities and uncertainties of professional practice, and design teaching that is inclusive, diversity-responsive, discrimination-aware, and participatory. The course further explores schools as learning organisations and introduces principles of evidence-informed school development, democratic school cultures, and sustainable quality improvement. Its overall aim is to strengthen participants' professional knowledge, reflective competence, and capacity to contribute to inclusive, equitable, and high-quality teaching and to the continuous development of schools.

Lecturers: Katja Julia Kansteiner, Silke Werth

Teaching Hours: 36
Lab Hours: 0
Mandatory Attendance: In accordance with the regulation

Course Topics
• Education/Bildung, Competence Orientation, and Educational Ethics • Teacher Professionalism: Reflective Practice, Educational Relationships, and Communication • Collaboration, Professional Learning Communities, and Teaching and School Development • Cross-cutting Perspectives on Professional Practice: Democracy Education, Educational Equity, Diversity, Intersectionality, Bias-Aware Education, Global Citizenship Education, and Education for Sustainable Development • Participatory and Experiential Teaching and Learning Approaches: Project-Based Learning and Service Learning

Teaching format
Online lecture with interactive elements

Educational objectives
The student teacher is able to • explain key concepts of education, teacher professionalism, diversity, democracy education, and teaching and school development, • interpret research findings and theoretical foundations relevant to professional teaching practice. Applying Knowledge and Understanding The student teacher is able to • design competence-oriented, inclusive, and participatory learning environments, • foster professional relationships, communication, and collaboration, and apply strategies for teaching and school development. Making Judgements The student teacher is able to • analyse educational situations from a theoretical perspective, make informed professional decisions, and critically reflect on their own practice. Learning Skills The student teacher is able to • use research evidence and feedback to support their ongoing professional development and reflect on their learning through portfolio work.

Additional educational objectives and learning outcomes
Teachers reflect their Professionalization systematically working with a portfolio Expansion and refinement of a professional ethical attitude, openness to collaborating with extra-curricular stakeholders (e.g. via service learning)

Assessment
Creation of a course-accompanying portfolio and a final reflection paper Secondary Education Pedagogy I +II

Evaluation criteria
• Professional Knowledge • Reflective Competence • Professional Judgement and Innovation Quality • Practical Relevance and Applicability of the Portfolio Tasks • Portfolio Organisation, Presentation, and Academic Writing Quality

Required readings

Grassinger, R., Kansteiner, K. J. & Schnebel, S. (2022). Heterogenität als Herausforderung für Bildung 2050: Argumentationen aus Lernpsychologie, Bildungstheorie sowie Schultheorie und -forschung. In G. Lang-Wojtasik & S. König (Hrsg.), Bildung 2050: interdisziplinäre Perspektiven (103–126). Klemm + Oelschläger.

Helsper, W. (2016). Lehrerprofessionalität – der strukturtheoretische Ansatz. In M. Rothland (Hrsg.), Beruf Lehrer/Lehrerin: Ein Studienbuch (103-125). Münster: Waxmann.

Holtappels, H.G. & Rolff, H.G. (2010). Einführung: Theorien der Schulentwicklung In T. Bohl, W. Helsper, H.G. Holtappels & C. Schelle (Hrsg.), Handbuch Schulentwicklung (73-78). Weinheim: Beltz.

Kansteiner, K., Welther, S., & Schmid, S. (2023). Professionelle Lerngemeinschaften für Schulleitungen und Lehrkräfte: Chancen des Kooperationsformats für Schulentwicklung und Professionalisierung. Kapitel 2 und 3. Beltz Juventa.

Kansteiner, K. J. (2022). Differenzierung und mögliche Nebenwirkungen: Dilemmata im Umgang mit Heterogenität reflexiv überwinden. Schulmagazin 5 Bis 10: Impulse Für Kreativen Unterricht 7 (7/8), 12–15.

Maaz, K. (2020). Soziale Bildungsungleichheiten — Einführung in ein vielschichtiges Forschungsfeld. Bundeszentrale für politische Bildung https://www.bpb.de/themen/bildung/dossier-bildung/322204/was-sind-soziale-bildungsungleichheiten/ Dossier Bildung (4 Artikel in Serie)

Seifert, A., Zentner, S., & Nagy, F. (2019). Service Learning. Beltz. (Kapitel 1)



Supplementary readings

Gudjons, H., & Traub, S. (2020). Pädagogisches Grundwissen: Überblick – Kompendium – Studienbuch. Bad Heilbrunn: utb.

Kansteiner, K. (2024). Professionelle Lerngemeinschaften etablieren. Pädagogik, 76(11), 34–38.https://doi.org/10.3262/PAED2411034

Retter, H. (2002): Studienbuch Pädagogische Kommunikation. Bad Heilbrunn: Klinkhardt

Further reading suggestions will be included in the lectures.




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Sustainable Development Goals
This teaching activity contributes to the achievement of the following Sustainable Development Goals.

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Modules

Semester 1 · 83001A · University course for initial training of secondary school teachers in the German language - 60CP · 3CP · DE

Module A — Secondary Education 1: Professionalization and School Development - remotely

In this course, participants critically engage with their role as reflective educational professionals. They acquire and deepen research-informed professional knowledge related to education, pedagogical relationships, communication, collaboration, and school and quality development, while reflecting on the relevance of this knowledge for their own professional practice. In doing so, they develop the ability to analyse educational situations through theoretical perspectives, to deal constructively with the tensions and uncertainties inherent in professional practice, and to take responsibility for their own professional growth.
Furthermore, participants explore the concept of the school as a learning organisation and develop an understanding of evidence-informed school development. The course aims to enable participants to continuously and critically develop their professional practice, to actively contribute to school development processes, and to support the creation of an innovative and quality-oriented school culture.

Lecturers: Katja Julia Kansteiner

Teaching Hours: 18
Lab Hours: 0

Course Topics
• Educational Theory (Bildung) and Competency-Oriented Education • Teacher Professionalism and the Antinomies of Educational Practice • Educational Ethics • Pedagogical Relationships and Professional Communication • Instructional and School Development • Teacher Collaboration and Professional Learning Communities (PLCs)

Teaching format
Online Lecture with interactive elements

Required readings

Grassinger, R., Kansteiner, K. J. & Schnebel, S. (2022). Heterogenität als Herausforderung für Bildung2050: Argumentationen aus Lernpsychologie, Bildungstheorie sowie Schultheorie und -forschung. In G. Lang-Wojtasik & S. König (Hrsg.), Bildung 2050: interdisziplinäre Perspektiven (103–126). Klemm+Oelschläger.

 

Helsper, W. (2016). Lehrerprofessionalität – der strukturtheoretische Ansatz. In M. Rothland (Hrsg.), Beruf Lehrer/Lehrerin: Ein Studienbuch (103-125). Münster: Waxmann

 

Holtappels, H.G. & Rolff, H.G. (2010). Einführung: Theorien der Schulentwicklung In T. Bohl, W. Helsper, H.G. Holtappels & C. Schelle (Hrsg.), Handbuch Schulentwicklung (73-78). Weinheim: Beltz.

 

Kansteiner, K. J., Welther, S., & Schmid, S. (2023). Professionelle Lerngemeinschaften für Schulleitungen und Lehrkräfte: Chancen des Kooperationsformats für Schulentwicklung und Professionalisierung. Kapitel 2 und 3. Beltz Juventa. 



Supplementary readings

Gudjons, H., & Traub, S. (2020). Pädagogisches Grundwissen: Überblick – Kompendium – Studienbuch. Bad Heilbrunn: utb.

 

Kansteiner, K. J. (2024). Professionelle Lerngemeinschaften etablieren. Pädagogik, 76(11), 34–38.https://doi.org/10.3262/PAED2411034

 

Retter, H. (2002): Studienbuch Pädagogische Kommunikation. Bad Heilbrunn: Klinkhardt



Semester 1 · 83001B · University course for initial training of secondary school teachers in the German language - 60CP · 3CP · DE

Module B — Secondary Education 2: Transversal Themes in Education - remotely

In this course, participants develop strategies and theoretical backgrounds for teaching that utilizes diversity as an opportunity. With reference to the increasingly diverse South Tyrolean school landscape, teaching is defined in this course as a dynamic process that actively promotes participation and co-determination.
By linking action-oriented pedagogy with a discrimination-critical and intersectional perspective, teachers learn to individually support educational biographies and actively dismantle barriers in the learning process. The course provides tools for a reflective approach to diversity—ranging from multilingualism to intergenerational justice—and prepares participants to shape schools as democratic spaces of social justice.

Lecturers: Silke Werth

Teaching Hours: 18
Lab Hours: 0

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