Search result: Catalogue data in Autumn Semester 2020

Educational Science for Teaching Diploma and TC Information
These are the general course offerings of the programmes Teaching Diploma (TD) - categories Educational Science and Compulsory Elective Courses - and Teaching Certificate (TC) - category Educational Science.
Educational Science Teaching Certificate
NumberTitleTypeECTSHoursLecturers
851-0240-00LHuman Learning (EW1)
This lecture is only apt for students who intend to enrol in the programs "Teaching Diploma" or "Teaching Certificate". It is about learning in childhood and adolescence.
O2 credits2VE. Stern
AbstractThis course looks into scientific theories and also empirical
studies on human learning and relates them to the school.
ObjectiveAnyone wishing to be a successful teacher must first of all understand the learning process. Against this background, theories and findings on the way humans process information and on human behaviour are prepared in such a manner that they can be used for planning and conducting lessons. Students additionally gain an understanding of what is going on in learning and behavioural research so that teachers are put in a position where they can further educate themselves in the field of research into teaching and learning.
ContentThematische Schwerpunkte:
Lernen als Verhaltensänderung und als Informationsverarbeitung; Das menschliche Gedächtnis unter besonderer Berücksichtigung der Verarbeitung symbolischer Information; Lernen als Wissenskonstruktion und Kompetenzerwerb unter besonderer Berücksichtigung des Wissenstransfers; Lernen durch Instruktion und Erklärungen; Die Rolle von Emotion und Motivation beim Lernen; Interindividuelle Unterschiede in der Lernfähigkeit und ihre Ursachen: Intelligenztheorien, Geschlechtsunterschiede beim Lernen

Lernformen:
Theorien und wissenschaftliche Konstrukte werden zusammen mit ausgewählten wissenschaftlichen Untersuchungen in Form einer Vorlesung präsentiert. Die Studierenden vertiefen nach jeder Stunde die Inhalte durch die Bearbeitung von Aufträgen in einem elektronischen Lerntagebuch. Über die Bedeutung des Gelernten für den Schulalltag soll reflektiert werden. Ausgewählte Tagebucheinträge werden zu Beginn jeder Vorlesung thematisiert.
Lecture notesFolien werden zur Verfügung gestellt.
Literature1) Marcus Hasselhorn & Andreas Gold (2006). Pädagogische Psychologie: Erfolgreiches Lernen und Lehren. Stuttgart: Kohlhammer. 2) Jeanne Omrod (2006): Human Learning. Upper Saddle River: Pearson Prentice Hall.
Prerequisites / NoticeThis lecture is only apt for students who intend to enrol in the programs "Lehrdiplom" or "Didaktisches Zertifikat". It is about learning in childhood and adolescence.
851-0240-22LCoping with Psychosocial Demands of Teaching (EW4 DZ) Information Restricted registration - show details
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.
W2 credits3SP. Greutmann, S. Maurer, S. Peteranderl
AbstractIn this class, students will learn concepts and skills for coping with psychosocial demands of teaching
ObjectiveStudents 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).
851-0240-16LColloquium on the Science of Learning and Instruction Information W1 credit1KE. Stern, P. Greutmann, further lecturers
AbstractIn the colloquium we discuss scientific projects concerning the teaching in mathematics, computer science, natural sciences and technology (STEM). The colloquium is conducted by the professorships participating in the Competence Center EducETH (ETH) and in the Institute for Educational Sciences (UZH).
ObjectiveParticipants are exemplarily introduced to different research methods used in research on learning and instruction and learn to weigh advantages and disadvantages of these approaches.
851-0242-06LCognitively Activating Instructions in MINT Subjects Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport).

This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W2 credits2SR. Schumacher
AbstractThis seminar focuses on teaching units in chemistry, physics and mathematics that have been developed at the MINT Learning Center of the ETH Zurich. In the first meeting, the mission of the MINT Learning Center will be communicated. Furthermore, in groups of two, the students will intensively work on, refine and optimize a teaching unit following a goal set in advance.
Objective- Get to know cognitively activating instructions in MINT subjects
- Get information about recent literature on learning and instruction
Prerequisites / NoticeFür eine reibungslose Semesterplanung wird um frühe Anmeldung und persönliches Erscheinen zum ersten Lehrveranstaltungstermin ersucht.
851-0242-07LHuman Intelligence Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport).
Number of participants limited to 30.
This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W1 credit1SE. Stern
AbstractThe focus will be on the book "Intelligenz: Grosse Unterschiede und ihre Folgen" by Stern and Neubauer. Participation at the first meeting is obligatory. 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.
Objective- Understanding of research methods used in the empirical human sciences
- Getting to know intelligence tests
- Understanding findings relevant for education
851-0242-08LResearch Methods in Educational Science Restricted registration - show details
Number of participants limited to 30
This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W1 credit2SP. Edelsbrunner, T. Braas, C. M. Thurn
AbstractLiterature from the learning sciences is critically discussed with a focus on research methods.
At the first meeting, working groups will be assembled and meetings with those will be set up.
In the small groups students will write critical essays about the read literature. At the third meeting, we will discuss the essays and develop research questions in group work.
Objective- Understand research methods used in the empirical educational sciences
- Understand and critically examine information from scientific journals and media
- Understand pedagogically relevant findings from the empirical educational sciences
851-0242-11LGender Issues In Education and STEM Restricted registration - show details
Does not take place this semester.
Number of participants limited to 20.

Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport).

Prerequisite: students should be taking the course 851-0240-00L Human Learning (EW1) in parallel, or to have successfully completed it.
W2 credits2S
AbstractIn this seminar, we will introduce some of the major gender-related issues in the context of education and science learning, such as the under-representation of girls and women in science, technology, engineering and mathematics (STEM). Common perspectives, controversies and empirical evidence will be discussed.
Objective- To familiarize students with gender issues in the educational and STEM context and with controversies regarding these issues
- To develop a critical view on existing perspectives.
- To integrate this knowledge with teacher's work.
ContentWhy do fewer women than men specialize in STEM (science, technology, engineering and mathematics)? Are girls better in language and boys better in math? These and other questions about gender differences relevant to education and STEM learning have been occupying researchers for decades. In this seminar, students will learn about major gender issues in the educational context and the different perspectives for understanding them.

Students will read and critically discuss selected papers in the field, and their implications for the classroom context. In a final project, students will integrate and elaborate on the topics learned in the seminar and will present their work in class.
Prerequisites / NoticePrerequisite: Successful participation in the course 851-0240-00L Human Learning (EW1).
Educational Science Teaching Diploma
NumberTitleTypeECTSHoursLecturers
851-0240-00LHuman Learning (EW1)
This lecture is only apt for students who intend to enrol in the programs "Teaching Diploma" or "Teaching Certificate". It is about learning in childhood and adolescence.
O2 credits2VE. Stern
AbstractThis course looks into scientific theories and also empirical
studies on human learning and relates them to the school.
ObjectiveAnyone wishing to be a successful teacher must first of all understand the learning process. Against this background, theories and findings on the way humans process information and on human behaviour are prepared in such a manner that they can be used for planning and conducting lessons. Students additionally gain an understanding of what is going on in learning and behavioural research so that teachers are put in a position where they can further educate themselves in the field of research into teaching and learning.
ContentThematische Schwerpunkte:
Lernen als Verhaltensänderung und als Informationsverarbeitung; Das menschliche Gedächtnis unter besonderer Berücksichtigung der Verarbeitung symbolischer Information; Lernen als Wissenskonstruktion und Kompetenzerwerb unter besonderer Berücksichtigung des Wissenstransfers; Lernen durch Instruktion und Erklärungen; Die Rolle von Emotion und Motivation beim Lernen; Interindividuelle Unterschiede in der Lernfähigkeit und ihre Ursachen: Intelligenztheorien, Geschlechtsunterschiede beim Lernen

Lernformen:
Theorien und wissenschaftliche Konstrukte werden zusammen mit ausgewählten wissenschaftlichen Untersuchungen in Form einer Vorlesung präsentiert. Die Studierenden vertiefen nach jeder Stunde die Inhalte durch die Bearbeitung von Aufträgen in einem elektronischen Lerntagebuch. Über die Bedeutung des Gelernten für den Schulalltag soll reflektiert werden. Ausgewählte Tagebucheinträge werden zu Beginn jeder Vorlesung thematisiert.
Lecture notesFolien werden zur Verfügung gestellt.
Literature1) Marcus Hasselhorn & Andreas Gold (2006). Pädagogische Psychologie: Erfolgreiches Lernen und Lehren. Stuttgart: Kohlhammer. 2) Jeanne Omrod (2006): Human Learning. Upper Saddle River: Pearson Prentice Hall.
Prerequisites / NoticeThis lecture is only apt for students who intend to enrol in the programs "Lehrdiplom" or "Didaktisches Zertifikat". It is about learning in childhood and adolescence.
851-0238-01LSupport and Diagnosis of Knowledge Acquisition Processes (EW3) Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma (except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW3) and for students who intend to enrol in the "Teaching Diploma".

Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)".
O3 credits3SP. Edelsbrunner, J. Maue, C. M. Thurn
AbstractIn this seminar students learn advanced techniques to support and to diagnose knowledge acquisition processes in school.
ObjectiveThe main goals are:
(1) You have a deep understanding about the cognitive mechanisms of knowledge acquisition.
(2) You have a basic understanding about psychological test theory and can appropriately administer tests.
(3) You know various techniques of formative assessment and can apply these to uncover students' misconceptions.
851-0242-01LCoping with Psychosocial Demands of Teaching (EW4) Information Restricted registration - show details
Enrolment possible with Teaching Diploma matriculation, except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW4.
O3 credits3SP. Greutmann, S. Maurer, S. Peteranderl
AbstractStudents learn and practice techniques and skills for coping with psychosocial demands of teaching.
ObjectiveStudents 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.
ContentMajor 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 notesSlides of the lectureres`presentations, supplementary materials, and materials for further reading are made available on Moodle.
LiteratureVerschiedenen Grundlagen- und Anwendungstexte werden den Studierenden zur Verfügung gestellt.
Prerequisites / NoticeDer erfolgreiche Abschluss von EW1 und EW2 stellt eine wünschenswerte, jedoch nicht obligatorische Voraussetzung dar.
851-0240-15LDesigning Educational Environments in Physical Education (EW2 Sport) Restricted registration - show details
Compulsory course requirements for EW2 Sport: This course is required to be taken prior to EW4 Sport "Outdoor Education: Concepts and Practice" (851-0242-02L)
O4 credits2SH. Gubelmann, R. Scharpf
AbstractStudents learn principles of teaching beyond classroom and regular PE-Lessons :
- Planning and organizing camps and events
- Teaching the "Ergänzungsfach Sport"
- Long-term-curricula in PE
As a practical part students design the Outdoor event in EW4 of the following term
ObjectiveStudents know
- How to plan events and camps
- To assess curricula critically and to use them properly
- How to combine theoretical and practical isssues in the 'Ergänzungsfach'
Content1. LV Semestereinführung
2. LV Planung Outdoor-Weekend
3. LV Auswertung Outdoor-Event
4. LV Planung Event
5. LV Event-Präsentationen / Schlussveranstaltung
Prerequisites / NoticeEW2 is compulsory requirement for EW4 Sport
851-0240-19LEffective Learning Environments (EW 5) Restricted registration - show details
The successful completion of ALL modules relevant for the teacher's diploma is required for participation in this course.
W1 creditE. Stern
AbstractThe students have to read the book "Lernwirksam unterrichten" from Felten/Stern and they have to answer questions. In individual or small-group sessions will be discussed how insights from learning research can inform classroom practice.
ObjectiveThe focus of all classes on educational psychology is on scientific insights which help to reflect on instructional learning. In order to become professionals, teachers have to better understand students' behavior and achievement and thereby become aware of their scope of classroom practice. Students get a final opportunity to ask questions about psychological learning research.
LiteratureBuch "Lernwirksam unterrichten" (Felten/Stern)
Prerequisites / NoticeDetailed information: Link
851-0242-07LHuman Intelligence Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport).
Number of participants limited to 30.
This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W1 credit1SE. Stern
AbstractThe focus will be on the book "Intelligenz: Grosse Unterschiede und ihre Folgen" by Stern and Neubauer. Participation at the first meeting is obligatory. 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.
Objective- Understanding of research methods used in the empirical human sciences
- Getting to know intelligence tests
- Understanding findings relevant for education
851-0242-06LCognitively Activating Instructions in MINT Subjects Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport).

This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W2 credits2SR. Schumacher
AbstractThis seminar focuses on teaching units in chemistry, physics and mathematics that have been developed at the MINT Learning Center of the ETH Zurich. In the first meeting, the mission of the MINT Learning Center will be communicated. Furthermore, in groups of two, the students will intensively work on, refine and optimize a teaching unit following a goal set in advance.
Objective- Get to know cognitively activating instructions in MINT subjects
- Get information about recent literature on learning and instruction
Prerequisites / NoticeFür eine reibungslose Semesterplanung wird um frühe Anmeldung und persönliches Erscheinen zum ersten Lehrveranstaltungstermin ersucht.
851-0242-08LResearch Methods in Educational Science Restricted registration - show details
Number of participants limited to 30
This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W1 credit2SP. Edelsbrunner, T. Braas, C. M. Thurn
AbstractLiterature from the learning sciences is critically discussed with a focus on research methods.
At the first meeting, working groups will be assembled and meetings with those will be set up.
In the small groups students will write critical essays about the read literature. At the third meeting, we will discuss the essays and develop research questions in group work.
Objective- Understand research methods used in the empirical educational sciences
- Understand and critically examine information from scientific journals and media
- Understand pedagogically relevant findings from the empirical educational sciences
851-0242-11LGender Issues In Education and STEM Restricted registration - show details
Does not take place this semester.
Number of participants limited to 20.

Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport).

Prerequisite: students should be taking the course 851-0240-00L Human Learning (EW1) in parallel, or to have successfully completed it.
W2 credits2S
AbstractIn this seminar, we will introduce some of the major gender-related issues in the context of education and science learning, such as the under-representation of girls and women in science, technology, engineering and mathematics (STEM). Common perspectives, controversies and empirical evidence will be discussed.
Objective- To familiarize students with gender issues in the educational and STEM context and with controversies regarding these issues
- To develop a critical view on existing perspectives.
- To integrate this knowledge with teacher's work.
ContentWhy do fewer women than men specialize in STEM (science, technology, engineering and mathematics)? Are girls better in language and boys better in math? These and other questions about gender differences relevant to education and STEM learning have been occupying researchers for decades. In this seminar, students will learn about major gender issues in the educational context and the different perspectives for understanding them.

Students will read and critically discuss selected papers in the field, and their implications for the classroom context. In a final project, students will integrate and elaborate on the topics learned in the seminar and will present their work in class.
Prerequisites / NoticePrerequisite: Successful participation in the course 851-0240-00L Human Learning (EW1).
851-0240-27LSupervising and Assessing Matura Theses Restricted registration - show details
Number of participants limited to 20.

Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)".
W1 credit1VJ. Maue
AbstractThis course prepares prospective teachers to supervising and assessing scientific projects at upper secondary school level, particularly Matura theses in STEM subjects at Gymnasium.
Objective1. Assessing the adequacy of Matura thesis topics and defining the scope of a project.
2. Determining and promoting a successful work process.
3. Devising and applying criteria for assessing process, product and presentation of a Matura thesis.
Prerequisites / NoticeFocus on STEM subjects (biology, chemistry, computer science, mathematics, and physics) with no explicit discussion of geography or physical education.
851-0200-00LGerman as a Foreign Language (Language Course) Restricted registration - show details
This course requires approval of the Fachdidaktiker(in) and the study coordinator of the Teacher Training. Enrollments only through the study coordination of the Teacher Training.
W2 creditsexternal organisers
AbstractLanguage course in German as a foreign language (Language Center of UZH and ETH Zurich)
ObjectiveUsing German language (written and spoken) in a clear and effective way for teaching at secondary schools
ContentIm Bereich Wahlpflicht können unter bestimmten Umständen Sprachkurse in Deutsch als Fremdsprache aus dem Angebot des Sprachenzentrum der UZH und der ETH Zürich belegt werden. Zu den Mindestvoraussetzungen gehören (Liste nicht abschliessend): Muttersprache nicht deutsch, Kursniveau weit fortgeschritten, Kursfokus mit Bezug zum Unterrichten, Kursumfang mind. 2 ECTS-Punkte.
Compulsory Elective Courses Teaching Diploma
NumberTitleTypeECTSHoursLecturers
851-0237-01LVocational Schools as Sites of Teaching and Learning I: Teaching Structure (University of Zürich)
Enrolment only possible with Teaching Diploma matriculation.

No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH.
UZH Module Code: 090LLB1 (ATTENTION: Students of Sport Teaching Diploma enroll in course 090LLB1S)
Simultaneous enrolment in course "Lehr- und Lernort Berufsfachschule II: Förderung und Unterstützung von Lernenden" (UZH Module Code: 090LLB2) is compulsory.

Mind the enrolment deadlines at UZH:
Link
("Registering for studies at more than one university, Teaching Diplom", Philosophische Fakultät)
W3 credits2SUniversity lecturers
Abstract"The Vocational Schools as Sites of Teaching and Learning - Teaching Structure" sets out and discusses how to implement the specifications in the framework curriculum. 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.
Objective- Formulating learning objectives at different levels, and implementing and monitoring these.
- Steering tuition in terms of content and method to fit in with the objectives.
- Formulating examination questions and assignments on the basis of the learning objectives set out in the curriculum and the teaching given.
- Selectively deploying different examination types and procedures/structuring selected learning contents logically in terms of the subject matter and learning process (from the concrete to the abstract, from the simple to the complex) and implementing these with different didactic visual aids.
ContentIn der Veranstaltung werden die Rahmen- und Schullehrpläne der Berufsmaturität (alle Richtungen) analysiert und deren Fachinhalt in Übungen und Hospitationen didaktisch umgesetzt. Der Unterricht an der Berufsmaturität wird im Hinblick auf die Herausforderung "Viel Stoff-wenig Zeit" erarbeitet.
Lecture notesVon den Dozierenden.
LiteratureUnterrichten an Berufsfachschulen: Berufsmaturität. hep Verlag Bern

M. Lehner (2006): Viel Stoff - wenig Zeit. Haupt

G. Steiner (2207): Der Kick zum effizienten Lernen. hep Verlag

Rahmen- und Schullehrpläne der Berufsmaturität
Prerequisites / NoticeDie Lehrveranstaltung ist seit September 2008 vom Bundesamt für Berufsbildung und Technologie akkreditiert.
851-0237-02LVocational Schools as Sites of Teaching and Learning II: Providing Encouragement & Support (UZH)
Enrolment only possible with Teaching Diploma matriculation.

No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH.
UZH Module Code: 090LLB2

Simultaneous enrolment in course "Lehr- und Lernort Berufsfachschule I: Unterrichtsgestaltung" (UZH Module Code: 090LLB1) is compulsory.

Mind the enrolment deadlines at UZH:
Link
("Registering for studies at more than one university, Teaching Diploma", Philosophische Fakultät)
W3 credits2SUniversity lecturers
AbstractThe module "vocational schools as sites of teaching and learning: providing encouragement and support for apprentices" aims to provide teachers at VET and professional baccalaureate institutions with ways of dealing with learners’ problems, particularly in connection with their being fed up with school, with job-seeking, school-to-work transition, or continuing education.
Objective- To be able to perceive the special situation of the vocational learners in their double burden of occupation and school and to take it into account pedagogically.
- Know the transfer topic with regard to performance motivation. Be able to deal with conflicts, disorders and generally difficult situations in BM lessons in a solution-oriented way.
- Know the forms of company learning and make them usable for teaching.
- Diagnose crisis developments and take supportive measures.
- Know the essential aspects of a support-oriented teaching management.
- Finding role security as a teacher and defining its limits.
- Gain insights into the concrete training situation of vocational learners.
Content- Positionierung des Berufsfachschulunterrichts innerhalb des dualen (trialen) Systems.
- Berufsmaturität: Entwicklung von Kernkompetenzen für die Wirtschaft?
- "Verakademisierung" der Berufsbildung?
- Lernenden-Porträt: Die Umwelten des Berufslernenden - Entwicklungschancen und Problembereiche im Zusammenhang mit der Ausbildungssituation.
- Sozialisations- und Lernprozesse im beruflichen Umfeld / Führungsverständnis im Umgang mit Jugendlichen an Berufsfachschulen.
- Konfliktmanagement I: Wahrnehmungsinstrumente und Interventionsstrategien, Konfliktprävention und niederschwelliges Konfliktmanagement.
- Konfliktmanagement II: Der ressourcenorientierte Ansatz im Umgang mit Störungen.
- Das lösungsorientierte Konfliktgespräch in schulischen Kontext / Beratung und Coaching: Beratungssituationen im Kontext des Unterrichtsalltags.
- Rollenverständnis und Rollengrenzen.
- Berufslernendengerechtes Unterrichtsmanagement.
- Mobbing in der Schule.
- Konzepte und Praxis der betrieblichen Betreuung und Förderung.
- Jugendkriminalität und Jugendgewalt.
- Jugendkrisen und Krisenintervention.
Lecture notesHandouts vom Dozenten und Sammlung von Arbeitsmaterialien auf dem BSCW-Server.
LiteratureSchäfer Ch. (2006). Wege zur Lösung von Unterrichtsstörungen. Baltmannsweiler. Schneider.
Hasselhorn, M. (2006). Pädagogische Psychologie. Stuttgart. Kohlhammer.
Fend. H. (2008). Schule gestalten. Wiesbaden. VS Verlag.
Meyer R. (2009) Soft Skills fördern. Bern. hep.
Flammer, A. (2002). Entwicklungspsychologie der Adoleszenz. Bern. Huber.
Rebmann K. (2008) Betriebliches Lernen. München. Reiner Hampp.
Mietzel G. (2007). Pädagogische Psychologie des Lehrens und Lernens. Göttingen. Hogrefe.
Dubs R. (2009) Lehrerverhalten. Zürich. Verlag SKV.
Prerequisites / NoticeDie Lehrveranstaltung ist seit September 2008 vom Bundesamt für Berufsbildung und Technologie akkreditiert.
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