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@PHDTHESIS{Lind:973134,
author = {Lind, Kristina},
othercontributors = {Unger, Tim and Meuthrath, Annette},
title = {{E}motionale {B}egegnungen in der {S}chule :
{I}ntegrationsmodell zur {Q}ualifizierung von {L}ehrkräften
und zur nachhaltigen {U}msetzung emotionaler {B}ildung -
dargestellt am {B}eispiel des {SEE} {L}earning®
{P}rogramms},
school = {Rheinisch-Westfälische Technische Hochschule Aachen},
type = {Dissertation},
address = {Aachen},
publisher = {RWTH Aachen University},
reportid = {RWTH-2023-10600},
pages = {1 Online-Ressource : Illustrationen},
year = {2023},
note = {Veröffentlicht auf dem Publikationsserver der RWTH Aachen
University; Dissertation, Rheinisch-Westfälische Technische
Hochschule Aachen, 2023},
abstract = {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.},
cin = {731210},
ddc = {370},
cid = {$I:(DE-82)731210_20140620$},
typ = {PUB:(DE-HGF)11},
doi = {10.18154/RWTH-2023-10600},
url = {https://publications.rwth-aachen.de/record/973134},
}
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