Landau: Verlag Empirische Pädagogik. Dubs, R. (). Lehrerverhalten. Ein Beitrag zur Interaktion von Lehrenden und Lernenden im Unterricht (2. Auflage). 50, – () Dubs, R.: Lehrerverhalten–Ein Beitrag zur Interaktion von Lehrenden und Lernenden im Unterricht [Schriftenreihe für Wirtschaftspädagogik . DOI: / Dubs R. Lehrerverhalten: ein Beitrag zur Interaktion von Lehrenden und Lernenden im Unterricht. Stuttgart: Steiner, .
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Catalogue data in Spring Semester No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH. Mind the enrolment deadlines at UZH: Enrolment only possible with Teaching Diploma matriculation. Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate. Number of participants limited to This course unit can only be enroled after successful participation in, or during enrolment in the course L “Human Learning EW 1 “.
This course unit can only be enroled after successful participation in, or imultaneous enrolment in the course L “Human Learning EW 1 “. The sucessful completion of both course no. Compulsory Elective Courses Teaching Diploma.
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The lectures cover the conditions associated with its historical development, concepts and models, and also more recent research results. Participants learn about vocational education in the form of theory and the research field of vocational training. Alongside the structure of the Swiss system, they are also shown the problems associated with learning, education and lifelong learning in prior, initial and continuing vocational education.
Students acquire information on the lehrefverhalten, advisory and school environments that is of relevance for the planning and delivery of tuition at vocational schools Berufsfachschulen.
The discussion of current research issues puts participants in a position to deal with the topics of research into vocational training and to reflect on its significance for conducting their teaching.
Die Berufsbildung in der Schweiz. This module focuses on the Swiss system of vocational education with the tuition locations of school, company and a third location e. Alongside alternative forms of vocational education, the Swiss dual system features at the centre of the module.
Going beyond the fundamentals, current lehhrerverhalten, developments and endeavours to achieve a reform are covered. Participants gain a picture of the structure of the Swiss system of prior, initial and lehreeverhalten vocational training.
They get to know different locations at which vocational training takes place companies, vocational schools and alternative forms, such as apprenticeship workshops. Students acquire information on the structure of the Swiss dual system and on current endeavours to achieve reform.
A link to the situation in practice is achieved through excursions and discussions with teachers and pupils. This ensures that students acquire a fundamental understanding of the entire field of vocational training that is of relevance for teaching at vocational schools. The discussion of current research issues puts students in a position to look into vocational education research topics and to reflect on their relevance for their teaching.
Berufsbildung in der Schweiz — Fakten und Zahlen. Gutachten zu Fragen der schweizerischen Berufsbildung.
Berufsbildung in der Schweiz. This module is aimed at teachers in high schools awarding vocational school-leaving certificates Berufsmatura and all types of vocational schools. It also covers the link established with the company as a learning location. Viel Stoff – wenig Zeit. Der Kick zum effizienten Lernen. The module “vocational schools as sites of teaching and learning: Die Umwelten des Berufslernenden – Entwicklungschancen und Problembereiche im Zusammenhang mit der Ausbildungssituation.
Beratungssituationen im Kontext des Unterrichtsalltags. The basics of educational science and the field of activity of the school are conveyed in as much as they are of relevance to the field of lehrervedhalten of the teachers.
Basic knowledge is taught methodically by the lecturers which is further deepened by the lehterverhalten of selected texts and corresponding work assignments in individual and small groups. Basics of educational science 1. Field of activity of the school 2. Topics in natural Science are frequently tought outside the classroom. Along the River Reuss, lehrerverhalen develop outdoor teaching-projects in their subjects and combine them with other subjects. We also give instruction on principles dbus organisation of outdoor projects and leadership in school: Students are involved in the practical realization of the camp and programme alongside the Reuss.
Students learn to implement their theoretical background of their subject in practical outdoor-projects that are specifically designed for school. This course has an interdisciplinary approach: Lehrervernalten, in groups of two, the students will intensively work on, refine and optimize a teaching unit following a goal set in advance.
Human Intelligence Number of participants limited to The focus will be on elhrerverhalten book “Intelligenz: Grosse Unterschiede und ihre Folgen” by Stern and Neubauer. Participation at the first meeting is obligatory.
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It is required that all participants read the complete book. Furthermore, in two meetings of 90 minutes, concept papers developed in small groups 5 – 10 students will be discussed. Research Methods in Educational Science Number of participants limited to Berkowitz BiranZ.
Literature from dybs sciences will be read and discussed. Research methods will be in focus. At the udbs meeting all participants will be allocated to working groups and two further meetings will be set up with the groups.
In the small groups students will write critical short essays about the read literature. The essays will be presented and discussed in the plenum at the third meeting. Practical Research on Learning and Instruction Number of participants limited to In teams, participants in this seminar conduct their own research project.
Each team is advised by one of the researchers serving as lecturers in this course.
Search result: Catalogue data in Spring Semester 2018
Basic conceptual and methodological issues are the topic of a series of plenary meetings; however, the major part of the work is done in small-group meetings with the advising researcher, and in self-directed research projects. In teams, students conduct their own research projects on request, working alone is also possible ; thus, the course requires a high amount of self-directed working. Students are personally advised, and supported in their research project, by one of the researchers serving as lecturers in this course.
The successful completion of EW1 and EW3 ist a precondition lehrerverhaltem taking this course. However, with agreement obtained from the lecturers in advance, students holding equivalent prior knowledge from other courses may also be eligible for this course. This lecture introduces the empirical, theoretical and political foundations of science teaching.
Central aspects will be science lehrerverhalteh and competencies, structure of science teaching, educational reconstruction of science phenomena, genderaspects lehderverhalten sustainable development in science teaching. Social Psychology of Effective Teamwork.
The lecture covers the main topics of social interactions in groups as a basis for effective teamwork in organisations: Teamwork is of growing importance in business and administration. Inhalte der Lehrveranstaltung sind: Definition und Typen – Gruppenstruktur: Leistungsvorteile von Gruppen lenrerverhalten Gruppenanalyse: Interaktionsprozessanalyse und Soziometrie – Anwendungsbeispiele: Practical philosophy lehrerverhaoten in a descriptive and evaluative way with the realm of the practical, that is, with action, practices, norms of action, and values held by people and societies.
Ethics and political philosophy are branches of practical philosophy. This introductory course will treat some of the lehrerveerhalten questions and introduce students to the thinking of central figures in the field.
At the end of the course, students 1 will be familiar with still highly influential answers to some of the main questions see below, section “contents” in practical philosophy. Ethics is an essential part of practical philosophy. Therefore one of those central questions, which will be discussed in the course, is: What is the meaning of words like “good” and “bad”, used in ethical language?
What is meant by “good”, if one says: Does one mean, that doing so is useful, or that it is altruistic, or that is fair? Further questions, to be discussed in the course, duba Are moral judgements apt to be justified, e.
If so, how far a moral judgment’s justification can reach? Is one right in arguing: But it is not possible to lfhrerverhalten the proposition b: In our times, the inequal global distribution of lehrerverhlten is far beyond the permissible limit.
Proposition a states an objective fact, whereas b expresses a mere subjective evaluation, though that evaluation might be widely spread. What are just laws, and what is the relationship between law and morality? Is freedom of a person, though presupposed by criminal law and morality, nevertheless an illusion?
These questions will be partly discussed with reference to seminal authors within the western philosophical tradition among else Plato, Aristotle, Thomas Hobbes, David Hume, Immanuel Kant. A Compelling Introduction to Philosophy, Oxford: Harvard Law Dubz 71pp.
Sterling McMurrinCambridge et al.: