Educational programme (en)

I assume that research and apprenticeship are inextricably adhesive. From this it follows that I try to consider all three sectors theory, empiricism and practice in terms of research informed teaching/ research based learning in my courses. However, this presupposes an active engagement from all participants. Therefore I ask all the students for reading the "references for students" ("Hinweise an Studierende", only in German) and take them into account in my courses.

The purpose of my apprenticeship is the collective development of methodical acquirements (knowing how) as well as disciplinal skills (knowing what): Thus learning in terms of "that theory […] as recognising of practice establishes the capacity to act" (Frigga Haug 2001: 172). This concretely means:

  1. As far as possible, I concede the learners plenty of liberty in my courses (to the point of co-management of the seminar content and seminar organization); in return I expect an above-average engagement. Active participation means that the learners bring and develop questions and that they are up to search together for answers in a team. This only works if all participants are prepared and if they read and commented the common texts.
  2. In my courses, there is no compulsory attendance (as long as it is not required), the courses are an offering. The learners decide themselves, if they benefit from the common discussion or if they work out the previously appointed themes, aspects and texts discretely and for themselves. In return, I expect the production of a so-called “Lektüreprotokoll” (reading record) for the individual learning control. In such reading records, one keeps records of the working and learning progresses. More information on that will be distributed at the beginning of each cours.
  3. I apply different teaching-learning-forms in my courses. I particularly emphasise the common discussion in the plenum or decentral in study groups.
  4. The use of media (transparencies, PowerPoint etc.) occurs as a function of the learning content. For common organisation I am generally counting on my own Wiki-software or on existing Moodle-solutions.
  5. The personal exchange is important for me. I ask the learners for coming to me in the consultation-hour first and once in a while rather than too late.

If there are any questions, please do not hesitate to contact me via E-mail (smaller questions) or please come to my consultation-hours (extensive questions).

Furthermore, I am pleased with critical feedback about my courses, directly or anonymous. In the meaning of the latter, the one that wants to convey what doesn’t or didn’t work out right can resort to the contact form on this website.