The professorship "Educational Psychology with a Focus on Teaching, Learning and Development" is responsible for the educational science modules 3 (Developmental Psychology) and 4 (Learning and Instruction) within the teacher training program at the University of Leipzig. The teaching content in the modules explicitly refers to the competence areas "teaching" and "educating" in the standards of teacher education of the KMK (2014).

Three students sitting in the library
Photo: Colourbox

Teaching Approach

Specifically, the courses aim at the acquisition of the following competencies for teachers:

  •     lesson planning and implementation, taking into account different learning prerequisites and developmental processes
  •     supportive design of learning situations that motivate and enable students to make connections and use what they have learned
  •     promoting the ability of students to learn and work in a self-determined manner
  •     to recognize social and cultural living conditions and possible disadvantages and to positively influence individual development within the framework of the school.

The courses offered by our professorship thus provide the central foundation for other educational science modules (for example BWI-06: Psychology in School and Teaching) as well as for the subject didactic parts of the training and the scientific examination thesis.

The courses offered by the professorship are not only based on the current findings of teaching and learning research in terms of content, but also implement didactic forms of active, participatory learning. On the one hand, this strategy enables the stimulation of sustainable content-related learning of the students, on the other hand, it also serves as a model of effective teaching-learning processes. The following methods are used for this purpose

  •     a large number of practical examples
  •     a high proportion of application tasks
  •     the use of social forms of learning
  •     the use of interactive Internet learning environments (Moodle) to complement the course
  •     the close connection with practical school experience and its discussion as well as the use of micro-teaching, role plays, self-reflections and other exercises

Course Module: Educational Sciences 03 - Developmental Psychology

Recommended for

  •     3rd semester


Duration

  •     1 semester


Semester Cycle

  •     every semester


Teaching Forms

  •     Lecture "Developmental Psychology" (1 SWS) = 15 h attendance time and 30 h self-study = 45 h
  •     Seminar "Developmental Psychology" (2 SWS) = 30 h attendance time and 75 h self-study = 105 h


Workload

  •     5 LP = 140 working hours (workload)


Participation requirements

  •     Participation in module 05-BWI-01-SEK


Module examination

  •     Portfolio


The official module descriptions can be found here​​​​​​​ (only available in german).

The students

  •     are familiar with the most important theories and findings on development in childhood and adolescence
  •     are able to evaluate the suitability as well as advantages and disadvantages of learning environments and instructional approaches based on knowledge of modern developmental psychology
  •     use knowledge of modern developmental psychology to understand the instructional and school experiences of students
  •     use knowledge of modern developmental psychology to examine their beliefs about beneficial school and instructional design

Module: Educational Sciences 04 - Learning and Instruction

Recommended for

  •     4th semester


Duration

  •     1 semester


Semester Cycle

  •     every semester


Teaching Forms

  •     Lecture "Learning and Instruction" (1 SWS) = 15 h attendance time and 30 h self-study = 45 h
  •     Seminar "Learning and Instruction" (2 SWS) = 30 h attendance time and 75 h self-study = 105 h


Workload

  •     5 LP = 140 working hours (workload)


Participation Requirements

  •     Participation in module 05-BWI-02 and 05-BWI-03


Module Examination

  •     Portfolio


The official module descriptions can be found here.

Die students

  • are familiar with the most important paradigms and theories of modern learning psychology
  • know important results and findings concerning the conditions, processes and consequences of learning at school
  • know the most important approaches and findings of instructional psychology
  • are able to draw consequences from the findings of modern learning and instructional psychology for the design of schools and lessons
  • use the knowledge of learning and instructional psychology to examine their convictions about the beneficial design of school and instruction

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