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%0 Thesis
%A Lind, Kristina
%T Emotionale Begegnungen in der Schule : Integrationsmodell zur Qualifizierung von Lehrkräften und zur nachhaltigen Umsetzung emotionaler Bildung - dargestellt am Beispiel des SEE Learning® Programms
%I Rheinisch-Westfälische Technische Hochschule Aachen
%V Dissertation
%C Aachen
%M RWTH-2023-10600
%P 1 Online-Ressource : Illustrationen
%D 2023
%Z Veröffentlicht auf dem Publikationsserver der RWTH Aachen University
%Z Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2023
%X The focus of this work is on new impulses for the qualification of teachers in the context of an effective implementation of emotional encounters in school. The central goal can be formulated as providing a well-founded proposal for the qualification of teachers in their professional role as a prerequisite for the successful implementation of emotional education programmes. In doing so, a methodical path of model development is chosen, from which the integration model for practice support and its practical application grows using the example of the SEE Learning® programme. The current discourse on education focuses on the question of what enables younger generations today to shape their coexistence with other people and living beings in such a way that the world becomes more peaceful for everyone. As a concrete answer, it is repeatedly formulated that schools must go beyond the current curricula and place greater emphasis on strengthening human powers such as warmth of heart and love through emotional encounters. Essential to this is a new way of thinking that incorporates methods for developing the inner world of the student body (cf. Centre for Contemplative Science and Compassionate Ethics 2019a, pp. 4-5). The creation and safeguarding of this understanding of education is described in a plethora of programmes to promote social-emotional learning. Common to all programmes is (1) their deliberate implementation to effectively carry out such school innovations and (2) the corresponding qualification of teachers. However, theory and practice often diverge: A synopsis of existing formats reveals weaknesses and deficits that largely prevent promising professionalisation of teachers as well as a sustainable implementation in the education system. In view of the aforementioned challenges, the question arises as to how it is possible to develop a concept with which emotional education programmes can be effectively implemented. Since the dissemination of new pedagogical practices is more complex and complicated than a mere product and knowledge transfer, a sustainable learning process transfer in learning situations that are as real as possible is necessary to avoid failures. This is because the implementation of new educational strategies does not only take place in distanced training settings, but also and not least in the practical field - in one's own school. What is crucial is systematic learning process support, which from then on supports teachers on their learning path towards holistic competence development and permanently ensures implementation in everyday school life. An integrative model of practice support is needed to continuously improve existing qualification strategies and procedures as well as to sustainably promote the effective implementation of school innovations. Although such an integration model has a universal character from its basic idea, it must be adapted to the respective focus contents of such programmes. Due to the international significance of the educational programme SEE Learning®, a practical aid is presented in this example. The Social, Emotional and Ethical Learning programme was developed by Emory University (Atlanta, USA) and offers the possibility of giving greater consideration to emotional education to promote compassion as part of a successful way of life in school. In doing so, the practical support assists the teachers in different task areas with corresponding core activities individually and in a group. It thus also becomes part of the work of the school team in order to bring in their own professionalism and to be able to make best use of professionalisation potentials. In the present work, it is shown that the transfer and implementation work of emotional education programmes must take place on different levels in order to sustainably anchor innovation efforts of schools institutionally in the long term. The integration model for accompanying the qualification of teachers and for the effective implementation of emotional encounters in schools offers starting points for further research into pedagogical innovations in education as well as suggestions for school practice in dealing with the implementation and expansion of necessary support structures. The discourse on the nature, value and shape of education is thus a discussion on progressive school and teaching development.
%F PUB:(DE-HGF)11
%9 Dissertation / PhD Thesis
%R 10.18154/RWTH-2023-10600
%U https://publications.rwth-aachen.de/record/973134