Argomenti dell'insegnamento
See the individual course modules

Insegnamenti propedeutici
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Modalità di insegnamento
See the individual course modules

Obiettivi formativi
Students should achieve the following specific educational objectives: - Knowledge of the foundations of upbringing and education in different historical, cultural and socio-economic contexts; ability to make comparative analyses and reasoned judgements; - In-depth and factually enriched understanding of the historicity of educational paradigms; - Ability to apply a scientifically comparative, historically informed and problem-conscious perspective; insight into its methodological prerequisites; - Understanding of current educational discourses and practices against the background of historical and international comparison; - Ability to reflect on and critically assess differences and reflections between educational theories and practices and the underlying images of humanity; - Knowledge and reflexive understanding of educational concepts in different geographical and cultural areas; ability to understand the structure and internal processes of national educational systems and to assess their significance for one's own educational activities; - Acquire country-specific and cross-national, scientific knowledge on educational topics, assess it in scientific, political and practical dimensions and relate it to their own professional contexts of action; - be able to assess the significance of a cultural identity reflected in historical and international comparison for their own pedagogical actions; be able to use historical foundations and international, regional and cultural comparison as instruments of scientific analysis and reflection in fields of pedagogical theory and practice. Expected learning outcomes and competences: Knowledge and understanding - Students should understand the historicity of educational structures, educational concepts and educational theories through knowledge of developments in the history of ideas, education and school history. - Students will be familiar with basic concepts of international comparison and its methodological requirements. - They can competently utilise and evaluate scientific and educational policy knowledge resources. - They understand their own professional and structural contexts against the background of differing regional, national, European and global educational structures. Applying knowledge and understanding - Students can reflexively apply the knowledge and extended understanding they have acquired to professional fields of pedagogy as well as to educational issues and educational practices and gain inspiration for their own educational practice and its academic analysis. - They can transfer comparative methods and the construction of reference norms to educational practice, e.g. in performance measurement or reform projects. - By understanding complex interrelationships in the field of education, they can help to relativise stereotypes and prejudices. - They are able to analyse comparatively relevant topics in relation to their profession and translate them into concepts for educational practice; with a view to possible alternatives, they are able to contribute to the conceptual and practical design of educational institutions. Judgement - Students are able to form a reflexive judgement about educational discourses, educational policy strategies and educational institutions in the past and present. - They can make a reflexive, pedagogically based judgement about their own, regional and local educational area by critically analysing and comparing international, cultural and historical research results. - They can critically and reflexively relate judgements to their normative background and to the findings of scientific research. Communication - In discussions on historical and comparative educational issues, students are able to express themselves verbally and in writing in an appropriate and academically reflective manner. - They have the ability to change perspectives on theoretical grounds and have the communicative strategies to use these for cognitive differentiation, relativising strategies and intercultural communication. Learning strategies - Students learn to reflect on their own learning strategies by working on educational concepts and structures in different times and spaces. They learn about and apply methods of generating, criticising and analysing sources. - They are aware that education and educational science are subject to temporal and cultural-spatial changes and must be constantly analysed, reflected upon and redesigned. - They are able to use the available academic knowledge resources and digital media professionally, critically and competently and to develop their own learning processes.

Obiettivi formativi e risultati di apprendimento (ulteriori info.)

Modalità d'esame
Written final examination (written exam) in the form of fixed and/or open questions on both lectures. In addition, the preparation of written papers on specific topics is required for the laboratory. The assignments for this will be announced in detail at the beginning of the semester and published on the platform set up for the module.

Criteri di valutazione
Assignment of a single final assessment for the entire module on the basis of the written examination and the written assignments prepared for the laboratory. The prerequisite for passing the module examination is a positive assessment in all three parts of the module. In the event of a negative assessment of the module as a whole, any positively assessed module parts will be credited the next time you take the module examination. Please note, however, that a negative assessment will also be included in the count of examination attempts in this case. According to the examination regulations, three attempts without passing will result in a block for three examination dates. (see also article 6, paragraph 4 of the current examination regulations). The syllabus, the topics covered, the expected learning outcomes and the specific educational objectives are the reference for the assessment. Explicit and independent consideration of literature beyond the compulsory literature is assessed positively. Criteria for assessment are: Appropriate answers, logical structure, clear argumentation, reference to literature, ability to critically analyse and reflect, use of scientific terminology, independent and reasoned judgement. In the laboratory, active participation is also included in the assessment (criteria for this are discussed in detail at the beginning of the semester).