Sonja Peteranderl: Catalogue data in Autumn Semester 2018 |
Name | Dr. Sonja Peteranderl |
Address | Inst. f. Verhaltenswissenschaften ETH Zürich, RZ H 22 Clausiusstrasse 59 8092 Zürich SWITZERLAND |
Telephone | +41 44 632 45 34 |
sonja.peteranderl@ifv.gess.ethz.ch | |
Department | Humanities, Social and Political Sciences |
Relationship | Lecturer |
Number | Title | ECTS | Hours | Lecturers | |
---|---|---|---|---|---|
851-0240-22L | Coping with Psychosocial Demands of Teaching (EW4 DZ) Number of participants limited to 20. The successful participation in EW1 ("Human Learning") and EW2 ("Designing Learning Environments for School") is recommended, but not a mandatory prerequisite. | 2 credits | 3S | A. Deiglmayr, P. Greutmann, U. Markwalder, S. Peteranderl | |
Abstract | In this class, students will learn concepts and skills for coping with psychosocial demands of teaching | ||||
Learning objective | Students possess theoretical knowledge and practical competences to be able to cope with the psychosocial demands of teaching. (1) They know the basic rules of negotiation and conflict management (e.g., mediation) and can apply them in the school context (e.g., in conversations with parents). (2) They can apply diverse techniques of classroom management (e.g., prevention of disciplinary problems in the classroom) and know relevant authorities for further information (e.g., legal conditions). | ||||
851-0242-01L | Coping with Psychosocial Demands of Teaching (EW4) Enrolment possible with Teaching Diploma matriculation, except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW4. | 3 credits | 3S | P. Greutmann, A. Deiglmayr, U. Markwalder, S. Peteranderl | |
Abstract | Students learn and practice techniques and skills for coping with psychosocial demands of teaching. | ||||
Learning objective | Students possess theoretical knowledge and practical competences to be able to cope with the psychosocial demands of teaching. (1) They know the basic rules of negotiation and conflict management (e.g., mediation) and can apply them in the school context (e.g., in conversations with parents). (2) They can apply diverse techniques of classroom management (e.g., prevention of disciplinary problems in the classroom) and know relevant authorities for further information (e.g., legal conditions; crisis intervention). (3) They know stress coping strategies to prevent burnout (e.g., psychosocial support) and are familiar with relevant institutions. | ||||
Content | Major themes: - counseling and counseling techniques - conflict management and mediation - classroom management - supporting students in a psychological crisis - preventing stress and burnout Forms of learning Theoretical foundations will be taught in workshops which contain different means of activation and interaction such as group work, panel discussions, and individual work. Subsequently, this knowledge will be transfered and applied in different school-relevant situations by means of role plays, discussing of cases and video sequences, as well as reflections of practical experiences. | ||||
Lecture notes | Slides of the lectureres`presentations, supplementary materials, and materials for further reading are made available on Moodle. | ||||
Literature | Verschiedenen Grundlagen- und Anwendungstexte werden den Studierenden zur Verfügung gestellt. | ||||
Prerequisites / Notice | Der erfolgreiche Abschluss von EW1 und EW2 stellt eine wünschenswerte, jedoch nicht obligatorische Voraussetzung dar. | ||||
851-0242-09L | Student Research Projects: Practical Research on Learning and Instruction Number of participants limited to 20. The sucessful completion of both course no. 851-0240-00L "Menschliches Lernen (EW 1)" and course no. 851-0238-01L "Unterstützung und Diagnose von Wissenserwerbsprozessen (EW 3)" is a necessary prerequisite for this course. | 2 credits | 2S | A. Deiglmayr, P. Edelsbrunner, U. Markwalder, S. Peteranderl, E. Stern | |
Abstract | In teams of two, participants in this seminar conduct their own research project. Each team is advised by one of the researchers serving as lecturers in this course. 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. | ||||
Learning objective | The course is targeted at advanced students who have taken an interest in gathering practical research experience in the field of Learning & Instruction. In teams of two, students conduct their own research projects (planning, conducting, analyzing, interpreting, and presenting research); 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. During the first half the semester, relevant methodological knowledge and skills are practiced during plenary meetings and in students` independent reading (e.g. generating and testing research questions, designing experiments, and analyzing data in the field of Learning and Instruction) Learning goals include: - Participants can illustrate and explain basic methods and concepts for research in the fields of Learning and Instruction, e.g. with the help of practical examples. - Participants can generate testable research questions for a topic relevant in the fields of Learning and Instruction. - Participants can design and conduct a study that is relevant for answering their research question. - Participants can summarize and evaluate the main results from a study in the field of learning and Instruction, with regard to the research question being asked. |