Courses
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Compulsory Module 1 : Educational Perspectives and Ways of Thinking (10 ECTS-AP;4h)
Prerequisites for registration: none
Learning Outcome: Students know basic positions of a scientific pedagogy, distinguish them from everyday
understandings and understand perspectives and ways of thinking in educational sciences. They
know the individual, institutional and social conditions of education and their interactions.
They distinguish theoretical concepts that explain these interactions.
Compulsory Module 2: Scientific and Pedagogical Fields of Action (10 ECTS-Credits; 4h)
(no courses)
Prerequisites for registration: none
Learning Outcome: The students concretise pedagogical fields of action and basic forms of pedagogical action.
They distinguish between everyday and scientific ways of thinking and illustrate them with
subject-related examples. They understand that professional pedagogical practice requires
reference to scientific knowledge. They know the structure and objectives of universities and
are able to reflect on their positions and tasks as students. They recognise science as practice
and understand how scientific knowledge is generated. They illustrate this by means of selected
topics and the objective profile of the Bachelor's Programme in Educational Sciences at the
University of Innsbruck. They know the basics of scientific work in educational sciences.
Compulsory Module3: Youth, Generation and Education (10 ECTS-Credits; 4h)
(no courses)
Prerequisites for registration: none
Learning Outcome: The students understand and explain concepts and basic terms of educational youth and
generation research and can explain corresponding theoretical approaches and illustrate them
with examples. They recognise the importance of adolescence as well as family and social
generational relationships for individual development in the life course, the social reproduction of
attitudes and behaviour and the change of society and culture. They analyse processes of
socialisation, upbringing, education and lifelong learning as well as intergenerational
transmission processes and generational change in different educational contexts and
institutions. They can interpret scientific texts on youth and generation research, contextualise
debates on relevant research questions, assess methodological approaches and are able to apply
their knowledge orally and in writing. They can concretise concepts and goals of youth and
generation research in subject-related fields of action such as youth work, youth welfare and family
pedagogy and reflect on pedagogical practice from this perspective.
Compulsory Module 4: General, Historical and Pedagogical-Anthropological Perspectives on Education (10 ECTS-Credits; 4h)
Prerequisites for registration: none
Learning Outcome: The students know perspectives of general educational sciences, historical educational research
and historical-pedagogical anthropology. They can explain their basic terminology, concepts,
theories and methods, compare them with each other, relate them to different contexts and fields
of action and assess their effects using examples. They are able to explain and classify the
question and problem arrangements resulting from the different lines of tradition with recourse to
their social and scientific history. They capture academic texts in general educational sciences,
historical educational research and historical-pedagogical anthropology, reflect on research
debates and different methodological approaches. They can apply this knowledge orally and in
writing, justify it and adopt a thoughtful and critical attitude.
Compulsory Module 5: Migration and Post-Migrant Perspectives on Education and Upbringing (10 ECTS-Credits; 4h)
Prerequisites for registration: none
Learning Outcome: Students will be able to explain migration-related and post-migrant perspectives in educational
sciences and are able to explain theoretical concepts and basic terminology of critical migration
and social research. They engage with experiences of migration, diversity and education and
shed light on their seminal relevance for institutions and processes of upbringing, socialisation
and education in different contexts. They critically discuss academic texts on migration and
post-migrant studies as well as discourses on flight, discrimination practices and social power
relations as well as methodological approaches to the respective subject. They are able to apply
this knowledge in a written paper and can argue scientifically. They concretise competences in
diversity awareness in subject-related fields of action, are able to take a reflexive view of their own
subject and are able to communicate problems and solutions in a way that is both practical and
relevant to everyday life.
Compulsory Module 6: Psychoanalytic Perspectives on Upbringing, Education and Culture (10 ECTS-Credits; 4h)
Prerequisites for registration: none
Learning Outcome: Students are able to deal with unconscious processes of human experience, behaviour and forms
of socialisation and can understand and explain psychoanalytic theories and terms. They can
describe methods and applications of psychoanalysis in different (cultural-theoretical, pedagogical,
psychosocial, etc.) contexts. They are able to grasp scientific texts of psychoanalysis, to recognise
the research questions they contain and to reflect on the approaches in research methodology to a
respective subject as well as on the input of their own subjectivity. They are able to apply this
knowledge in a written paper and to argue scientifically. They concretise self-reflective and action-guiding concepts in educational and psychosocial fields of action.
Compulsory Module 7: Gender Relations in Upbringing, Education and Society (10 ECTS-Credits; 4h)
(no courses)
Prerequisites for registration: none
Learning Outcome: The students know and understand concepts and basic terms of gender studies in educational
sciences. They can explain approaches in gender theory, compare and illustrate them with
examples. They are able to grasp and assess processes of upbringing, socialisation, education
and biography in childhood, adolescence and adulthood as well as the change and persistence
of gender relations in different contexts and institutions from the perspective of gender studies.
They understand scientific texts and research debates in gender studies and reflect on
methodological approaches in terms of gender theory. They apply this knowledge orally and in
writing and argue scientifically. They concretise concepts and goals of gender-reflective education
and guidance and interpret pedagogical practice from this perspective.
Compulsory Module 8: Disability Studies, Inclusive Education and Social Participation (10 ECTS-Credits; 4h)
(no courses)
Prerequisites for registration: none
Learning Outcome: The students understand inclusive concepts of educational sciences and recognise barriers to
equal participation in education. They can explain intersectional approaches in disability studies
and inclusion research and explain basic terminology of human rights-oriented education. They
illustrate these with examples and describe disability and empowerment in different areas.
Students are able to grasp scientific discourses on participation, reflect international debates and
methodological approaches. They are able to apply this knowledge in writing and to argue
scientifically. They concretise concepts of exclusion, inclusion and participation in subject-related fields of action.
Compulsory Module 9: Philosophy of Science, Methodology and Methods in Educational Science (10 ECTS-Credits; 6h)
(no courses)
Prerequisites for registration: positive completion of compulsory module 1
Learning Outcome: The students know and understand different scientific theoretical and methodological
perspectives in educational sciences and are able to explain their basic concepts and theories,
compare them with each other and relate them to different questions and fields of research.
They understand the methodological approaches resulting from the different lines of scientific
theoretical tradition and can explain and illustrate them with examples. They are able to reproduce
debates on the theory of science, to classify research work in terms of the theory of science and
methodology as well as historically, and to adopt a pondering-critical stance on the theory of
science and methodology. They know and understand selected philosophical, historical, qualitative
and quantitative survey and evaluation methods in educational sciences and are able to relate them
to questions in educational sciences, to apply and justify them.
Compulsory Module 10: Professionalisation in Fields of Activity of Education and Pedagogical Intervention (10 ECTS- Credits; 4h)
Prerequisites for registration: none
Learning Outcome: The students know and understand professional education and development and can explain
different perspectives and concepts as well as terminology of research in the field of educational
professionalisation. They are familiar with the fundamental history of these assisting activities
and understand the extent to which professional action has both institutional prerequisites and
prerequisites in complex educational processes (professionalisation processes) in academic and
professional practice contexts.
They are able to comprehend scientific texts of professional and occupational research on
processes of upbringing, socialisation and education, to reproduce debates on research questions
and to reflect on methodological approaches to respective matters in the research field. They
are able to analyse concrete professional actions as well as their institutional and educational
biographical prerequisites. They can apply this knowledge orally and in writing and substantiate
it scientifically as well as concretise competences for action and concepts of pedagogical
professionalisation in subject-related fields of action.
Compulsory Module 11: Critical Political Education (10 ECTS-Credits, 4h)
Prerequisites for registration: none
Learning Outcome: Students understand and explain theories and concepts of critical education, political education
and inequality research. They distinguish and evaluate these for the design of teaching and
learning processes and discuss central content dimensions of education, politics and society.
They are able to impart the concept of education, criticism and politics objectively and
theoretically, to assess current educational practices and discourses critically and reflexively
and to explain how social inequality is also (re)produced by the education system itself. They
argue the value of education for emancipatory political self-empowerment. They are able to
apply this knowledge orally and in writing in a scientific way. They concretise action
competences, theories and concepts of critical political education in subject-related fields of
action.
Two seminars covering altogether 4 hrs./10 ECTS-Credits are to be
selected from the course offer below:
Compulsory Module 12: Research Methods in Educational Sciences (10 ECTS-AP)
Prerequisites for registration: positive completion of compulsory modules 1 and 9
Learning Outcome: The students know and understand the methodological and methodical terminology, concepts
and theories of the selected survey and evaluation methods and are able to relate them to
educational science issues, to classify them historically, to assess them critically, to assess their
advantages and limitations and to use them in an exemplary manner. They can relate the selected
survey and evaluation methods to their own research questions, can plan a study and critically
reflect on and justify it in terms of methods.
Compulsory Module 13: Upbringing and Education in (Early) Childhood (10 ECTS-Credits; 4h)
(no courses)
Prerequisites for registration: none
Learning Outcome: The students know and understand perspectives and concepts of educational sciences in relation
to (early) childhood and can explain basic terminology as well as reproduce, historically classify
and compare relevant theoretical approaches. They are able to illustrate these with examples and
to grasp and assess processes of development, socialisation, upbringing, education and care as
well as their respective cultural dimensions in different contexts and institutions from the
perspective of elementary education and educational sciences research. They are able to
understand scientific texts of research on (early) childhood, to assess debates on research
questions and to reflect on methodological approaches to a respective subject. They are able to
apply this knowledge orally and in writing and to argue scientifically. They concretise action
competences and concepts of elementary education and educational sciences in subject-related
fields of action.
Compulsory Module 14: Violence and Conflicts in Upbringing and Education (10 ECTS-Credits;4h)
(no courses)
Prerequisites for registration: none
Learning Outcome: The students know and understand perspectives and concepts of educational sciences related to
violence and conflict, can explain approaches to violence and conflict theory as well as basic
terminology. They can illustrate these using selected examples. They can understand and assess
processes of upbringing, socialisation and education as well as the change in violence and conflict
relations in different contexts and institutions from the perspective of violence and conflict
research. They are able to comprehend academic texts on violence and conflict research, to
reproduce debates on research questions and to reflect on methodological approaches to a
respective subject. They are able to apply this knowledge orally and in writing and to argue
scientifically. They concretise formats and goals of upbringing, education and counselling that
reflect on violence and conflicts in subject-related fields of action from the perspective of violence
and conflict research.
Compulsory Module 15: Seminar with Bachelor¿s Thesis (10 ECTS-Credits;2h)
(no courses)
Prerequisites for registration: 10 positively passed compulsory modules (including 1, 9 and 12)
Learning Outcome: The students are able to complete an independent written paper on a specific topic from the field
of educational sciences that meets the requirements of good scientific practice. They can research
relevant literature and discuss and analyse it on this basis.
Notes:
- There may still be changes in the courses offered as well as room allocation and course dates.
- The course descriptions found in the English version of the course catalogue are for informational purposes only. Authoritative information can be found in the "Vorlesungsverzeichnis" (German version of the course catalogue).