Department of School Pedagogy
The department of school pedagogy focuses on the theoretical approaches and concepts for delivering lessons that meet the standard requirements outlined by the Kultusministerkonferenz (conference of education and cultural affairs ministers of Germany) for teacher training: instruction, education, feedback, measuring achievement, and innovating schools. These individual components are weighted equally in the curriculum. We are especially interested in developing a curriculum that is highly relevant for day-to-day school exhanges and pedagogic circumstances, so as to prepare aspiring teachers for their profession and ease their transition into the classroom.
Here are some of the questions that students enrolled on a teacher training programme at the University of Greifswald will encounter throughout their studies:
- How do I recognize a good/bad lesson?
- What does it mean for a teacher to have diagnostic competence?
- What factors determine and influence students' scholastic motivation processes and how can I intervene as a teacher?
- What is the role of the student-teacher relationship in a lesson?
- What mechanisms are available for conducing lesson analysis?
- How is a lesson/school evaluated?
- How do I deal with conflict in my relationship with students?
- How can I recognize, support, and encourage students' individual potential?
- What defines positive and effective communication with students, parents, and colleagues?
- Teaching with the brain in mind – what does this mean?
- What are the implications for school instruction of contemporary research on teaching and learning, as well as brain research focusing on cognitive processes and emotions.
Aside from elaborating these themes in a theoretical framework, students are encouraged to critically reflect on their own practices and experiences of school instruction, and to test new mechanisms in order to collaboratively develop a successful teaching approach and overcome the practical challenges related to their profession. Research within the department focuses on the social and emotional factors that influence students' scholastic motivation and learning processes, with a special emphasis on stress, test anxiety and students' self concept in the context of school. Because our research is couched between the disciplines of pedagogy, educational psychology, and neuroscience, we deploy an interdisciplinary, mixed-methods research approach (for more information, see: www.self-project.de). Moreover, the core curriculum takes an empirical approach to explore current pedagogic issues and themes, and to highlight relevant implications or suggest appropriate intervention strategies for schools.