For more information, please click here to go to the page of the Coordination of Studies and Teaching of School I - School of Educational and Social Sciences.

Aims of the module

The module builds on the previously acquired knowledge of diagnostics and support, heterogeneity/diversity and inclusion and leads to the completion of the educational science course in relation to the school level (primary level) so that problem-related concepts of pedagogical action and the associated school development processes at primary level can be critically contextualised and optimised, taking into account epochal conditions and social circumstances in the growing up of primary school children.

The basic knowledge of upbringing, education and socialisation as well as learning and teaching and its psychological conditions acquired in the BA is taken up and specified with regard to the references of pedagogical action relevant to the primary level and its antinomies and norm references. Historical discourses (e.g. concepts of reform pedagogy; opening of the primary school) and developments in the education system as well as current discourses and findings in childhood research, organisational pedagogy and social pedagogy are also taken into account. On this basis, students learn to critically discuss the conceptual requirements of the micro level on the basis of research findings from empirical studies on the examination of requirements, contradictions and consequences of pedagogical action in institutions and organisations of the education system and in co-operation with social pedagogical fields of action of the youth welfare system and to optimise pedagogical concepts by means of practice-related, casuistic analyses of pedagogical action. The previously acquired overview knowledge is now related to the forthcoming explicit practical requirements of the primary level.

Competences

In this module, students acquire knowledge relating to teacher training-specific standards for educational science competences in primary school.

The module focuses on the school level-specific requirements stipulated in the Master's training regulations of the state of Lower Saxony (MAVO Lehr 12/2015)

• to describe and assess procedures and concepts to promote school readiness
• the acquisition of knowledge for co-operation with pre-school education professionals
• the explanation of concepts for teaching in cross-grade learning groups,
• discussing criteria for choosing the type of secondary school.

In addition, the module deepens the discussion required by the MAVO on

• the significance of inequality categories for the conception and assessment of pedagogical action
• Forms of learning-related collegial and institutional co-operation and counselling in primary schools
• The academic appointment and role of the teacher: dealing with work-related conflict and decision-making situations, e.g. with regard to counselling on the choice of secondary schools; child welfare risks

at the specialised level corresponding to the end of the Master's degree programme.

Module content

Lecture level
I Pedagogical behaviour at primary level

• Life phase (middle and late) childhood: current findings and discourses of childhood research (including conditions of growing up; life world orientation/life coping strategies)
• Conflicts of norms as a starting point for analysing concepts of pedagogical action at primary level (including educational partnership; democracy education; ritualisation)
• School and classroom climate as conditions for learning success and pedagogical action
• Educational biographical risks of children of primary school age as a challenge for pedagogical action: e.g. child protection in primary schools as a point of orientation for pedagogical action
• School programmes as framework concepts for cooperative pedagogical action
• Learning concepts for primary school: e.g. Inter-year learning groups; international comparisons (UK/Scandinavia)

II Education system

• Structure and history of the education system and its development
• Educational reforms and educational policy conditions of the past
• Reform pedagogical approaches for the primary level
• Educational success as a consequence of concept, structure and professional commitment: School Award primary schools
• The primary level in today's education system
• Educational policy, educational monitoring and educational reforms (conditions/structures)
• Legal framework for co-operative primary school concepts
• School structure reforms and models of the future (e.g. all-day primary school; models 1-10)
• Transitions: a) School entry phase: including conceptual co-operation with pre-school education professionals to promote school readiness; learning setting analysis for grades 1 and 2; b) Transition to lower secondary level: including learning setting analysis for grades 3 and 4; school career counselling
• Cooperation settings within and outside of school
• School social work at primary level
• Social pedagogical fields of action as school co-operation and network partners in the regional educational landscape (including after-school care; educational support; family centres; child protection)

Seminar level

At the seminar level, topics from the lecture level are dealt with in a differentiated way. Conflicts of norms and contexts of pedagogical action are decoded and linked to conceptual approaches for school development processes. The seminar level provides content-related impulses and methodological procedures for dealing with professional biographical starting points and future demands on pedagogical professionalism. It serves to deepen and critically analyse the positions of the specialist discourse on the above-mentioned focal points as well as the analytical application of the overview knowledge acquired at the lecture level on pedagogical action as a social mission and as a basis for school development processes.
The academic requirements of the seminar level are related to the final phase of study and, in addition to dealing with the changing requirements of the job profile, serve as a specialised conclusion in the school level-specific focus at the transition to the preparatory service.

There is a selection of seminars on the following in-depth topics - which enable students to focus on practical aspects (expertise related to school development at primary level) at the end of the M.Ed. programme:

1. Primary school in co-operation with socio-educational fields of action
2. The school entry phase from a pedagogical perspective
3. School career decisions
4. Child protection at primary level
5. Pedagogical action in the focus of primary school development processes

For a pdf view of the entire revised module concept biw-PRX 566 from cohort WiSe 22/23 (as of October 2022) please click here!

Since winter semester 2020/21 - winter semester 2021/22, the three project band seminars to be provided by the Department of Pedagogy and Didactics of Elementary and Primary Education follow the thematic focus:

1. Primary school as a network partner in the educational landscape: Individual case support and educational support planning through co-operation between primary schools and socio-educational fields of action
   • With which socio-educational fields of action is my placement school intensively networked in order to ensure low-threshold individual case support to secure educational biographies and how, and what interactions with teaching become visible? (Concept; key points; practice).
   • Child protection at primary level
2. Educational biographical perspectives on children's strategies for coping with life at the transition to secondary level I
   • Which educational biographical perspectives and life coping strategies of pupils are (conceptually) taken into account by my placement school in school career counselling and recommendations at the transition to secondary level I?
3. School social space orientation and life management requirements of families with children of primary school age
   • How is the social space of my placement school structured and marked, what life coping requirements does it entail and how are these conditions conceptually taken into account in the growing up of the children at my placement school?

Structure, goals and faculty requirements

Similar to some other Federal States, the "GHR 300" reform combined practical school studies as a practical semester with a research-oriented component in the higher education didactic format of research-based learning (Nds. Projektband) in order to align the first phase of teacher training along the narratives of science, research and competence orientation with professional practice. While the school-based practical study components to accompany the practical semester have since been entirely the conceptual responsibility of the didactics departments, the "project band" (new 10 CP, old 15 CP) to be taken in parallel, for the design and implementation of student research projects, is divided proportionally between the subjects/didactics departments and the educational science teaching to be provided by the Institute of Educational Sciences (new 10 CP; old 15 CP) according to a procedure defined by the ZfLB-DIZ. For each cohort per winter semester, there are approximately six to eight new BiWi project band seminars with 15 participants each, while the previous year's seminars are continued. The teaching per cohort is spread over 3 semesters (preparation, support, follow-up = 4 LVS). The cross-faculty module description and the basic didactic concept for higher education written by the ZfLB-DIZ set the goal of the project band that students should carry out an independent, school practice-related, research or evaluation project as part of the practical block. The conceptual understanding of the reference to school practice ranges from the development of own teaching materials to school educational practices and pedagogical conflicts of norms to conceptual and structural questions of school development.

Course certificate

1. preparation of a scientific exposé on the planned research project
Requirements: Presentation of relevance, object of investigation, research question, theoretical framework, research design. -> Concept should be created by the end of the 1st semester (preparation), the written version should be submitted by the end of the 3rd semester (follow-up)

2. data collection at the respective internship schools during the practical phase

3. presentation of the overall research project at the end of the 3rd semester (follow-up)
Requirements: Presentation of the research design, the research results, discussion of the data, reflection on the research process and reflection on the teaching and learning process in the project volume. GHR 300 project volume prx 566 from winter semester 22/23

→ conceptual modification for the biw-566 project volume teaching
Based on our project volume experience and evaluation results, we are modifying the biw-prx portfolio from winter semester 2022/23 to the format of a thematically focussed scientific group poster (printing costs SQM proposal), which meets both the requirements of an exposé and the requirements of a research proposal.

• requirements of an exposé, as well as the
• visual presentation and is presented in a presentation event,
• can integrate parts of the reflection of the learning process and thus prepare and link the required portfolio achievements of exposé, survey and presentation in such a way

that subsequent student groups can receive the findings and connect their projects of research-based learning in the sense of the peer-to-peer process (Spies 2017) or expand perspectives for professionalisation and school development processes (Spies 2018).

You can find more information here

And about the child protection centre in Oldenburg

With the mentoring project "Balu und Du" you can complete an internship for one year during your studies: You can find more information here

If you are interested in studying abroad, the International Office offers many support options. You can find more information here

forschen@studium is a programme to promote activities related to research-based learning at the University of Oldenburg. This includes the "Research-based Learning" project funding programme, which includes calls for proposals for "Research-based Learning" teaching projects and student research projects on an annually changing and interdisciplinary topic. However, participation in conferences or material resources for the realisation of student projects can also be funded.

Further information can be found here.