Einführung: Im Sommersemester 2011 wurde an der Universität Göttingen das interdisziplinäre Kursprojekt „Tod und Sterben – eine Reflexion im Anatomiekurs“ eingeführt. Dieses Gemeinschaftsprojekt der Abteilungen Palliativmedizin, Medizinische Psychologie und Soziologie sowie Anatomie dient als Reflexionsimpuls der Vorbereitung auf den anatomischen Präparierkurs und beinhaltet Aspekte wie Würde und Distanz im Umgang mit dem menschlichen Leichnam im Präpariersaal sowie deren Bezüge zum späteren ärztlichen Handeln. Die Implementierung des aus einem Vorlesungsbeitrag und einem Seminar bestehenden Pilotprojektes wurde wissenschaftlich begleitet und evaluiert. Neben der formalen Kursevaluation wurden Vorerfahrungen der Göttinger Medizinstudierenden mit dem Thema Tod und Sterben, ihre Einstellung zu Beginn des Präparierkurses sowie die Verknüpfung des Anatomiekurses mit emotionaler Belastung, Somatisierungsstörungen und emotionaler Abstumpfung exploriert. Methoden: Mittels eigens konzipierter Fragebögen wurden die Studierenden vor Beginn des Präparierkurses (Tag1), im Anschluss an das reflexive Seminar (Tag 3) und abschließend am letzten Präparierkurstag (Tag 88) befragt. Die Daten wurden mit Hilfe der Programme EvaSys, STATISTICA, SPSS und Excel bearbeitet und es wurden Signifikanztests, Varianz- und Reliabilitätsanalysen durchgeführt. Die Auswertung der offenen Fragen erfolgte in Anlehnung an die Qualitative Inhaltsanalyse nach Mayring. Ergebnisse: Bei einer Rücklaufquote von im Mittel 64,2% entsprach die durchschnittliche Geschlechtsverteilung aller 3 Fragebögen 37,3% männlich und 62,7% weiblich bei einem Durchschnittsalter von 21,9 Jahren. Bei den Medizinstudierenden der Universität Göttingen besteht bereits zu Beginn des Präparierkurses eine große Spannbreite an Vorerfahrungen mit dem Thema Tod und Sterben: Nahezu die gesamte Studierendenschaft hat bereits Todesfälle im familiären Umfeld erlebt. Die meisten Studierenden waren im Vorfeld gegenüber dem Anatomiekurs eher positiv eingestellt, Angst spielte nur für 1/5 der Befragten eine Rolle. Der Präparierkurs ist mit einer emotionalen Belastung verbunden, wenn auch die tatsächlich erlebte psychische Belastung weitaus geringer war als initial von den Studierenden befürchtet; allerdings empfanden rückblickend immerhin noch 61,7% den Präparationskurs in verschiedener Intensität psychisch belastend. 39% der Probanden litten während des Kurses in unterschiedlichem Ausmaß unter Somatisierungstörungen. Die Mehrzahl der Befragten (81,4%) stimmte in unterschiedlichem Maße der Aussage zu, dass der Präparierkurs zu einer gewissen emotionalen Abstumpfung beigetragen hat. Obwohl mehr als die Hälfte der Studierenden sich bereits selbst in irgendeiner Form auf den Umgang mit Verstorbenen vorbereitet hat, erachteten alle Befragten eine angeleitete Vorbereitung auf den Umgang mit Verstorbenen als sinnvoll. Die Kursevaluation bestätigte, dass der interdisziplinäre Kursteil einen Impuls zur Selbstreflexion gegeben hat. So wurden die Studierenden nicht nur angeregt, über die Thematik Tod und Sterben nachzudenken, sondern ein Großteil der Studierenden fühlte sich auch durch die im Seminar erarbeiteten Aspekte zu Empathie, Würde und Distanz besser auf den Umgang mit Verstorbenen vorbereitet. Schlussfolgerung: Der eingeführte Kurs „Tod und Sterben – eine Reflexion im Anatomiekurs“ stellt eine sinnvolle und notwendige Vorbereitung auf den Umgang mit Verstorbenen im Präparationskurs dar. Auch wenn viele Medizinstudierenden bereits außerhalb des Anatomiekurses Erfahrungen mit Tod und Sterben gesammelt haben, sind emotionale Belastungsreaktionen unumstritten und bedürfen somit einer Vorbeugung oder Intervention.

This diploma work raises the issues and subsequently the diagnostics of preconcepts for didactic concepts of students of teaching and primary school teachers. The aim of this work was to find out to what extent the perception of some chosen didactic concepts are related comparing students of pedagogical faculty and primary school teachers. The theoretical part aims to the technical definition of the semantic differential research method and definition of the concepts involved in the research. In the practical part the data relating to chosen didactic concepts were found and processed by method of semantic differential.

La ricerca mette a fuoco le attività formative messe in atto in Italia per dotare con urgenza le scuole secondarie di secondo grado italiane di docenti competenti in ambito CLIL e intende dimostrare l’impatto che questa metodologia ha sulla formazione e lo sviluppo professionale. Dal 2014 il CLIL è obbligatorio nelle classi terminali dei licei e degli istituti tecnici. Ciò ha generato una forte domanda di formazione da parte di istituzioni e docenti chiamati a insegnare discipline in lingua straniera. Questo lavoro esplora la possibilità di sfruttare la video-formazione per fronteggiare le preoccupazioni di quei docenti che, senza essere formati alla glottodidattica, sono chiamati ad integrare obiettivi linguistici al curriculum disciplinare. Il nostro lavoro parte dall’esame di un corpus di video-lezioni da noi raccolte ai fini di una ricerca-azione commissionata dal MIUR volta ad indagare il grado di innovazione implicata dal CLIL, per poi giungere a dimostrare l’importanza dell’auto-osservazione e dell’auto-riflessione sulla prassi didattica, fino a proporre l’introduzione dell’esercizio di microteaching nella formazione dei docenti CLIL. Una ricca riflessione sull’organizzazione concettuale della propria disciplina e sulla sua trasposizione didattica conduce i docenti a un interessate lavoro sulla mediazione della conoscenza che sviluppa le loro competenze professionali. / Focusing on teaching and training activities implemented in Italy to provide secondary schools with teachers able to teach in the CLIL context, our research aims at demonstrating the impact of this methodology in teacher training and professional development. Since 2014 this methodology has become compulsory for the Italian secondary terminal classes (except vocational high schools). A strong demand for training prompted from institutions and teachers, urgently required to teach disciplines in a foreign language. The MIUR has therefore set up university courses aimed at integrating languages and disciplines. Here we explore the possibility of exploiting video-training to face Italian teachers’ concerns, who are asked, without being trained in language teaching, to integrate linguistic objectives into their curriculum. We examine a corpus of video-lessons collected for a research set on behalf of the Italian Ministry of Education to investigate at what extent CLIL brought an innovation into the Italian Education. Once highlighted the importance of (self)observation and (self)reflection upon classroom practices, we propose the introduction of micro-teaching practice in CLIL teacher training. A fruitful reflection on the conceptual organization and the didactic transposition of their discipline leads teachers work on the linguistic mediation of knowledge which improves their professional skills.

This work is focused on the topic of school class climate and its enhancement by the methods of personality and social education in a concrete class where the author is working as a teacher. The theoretical part is dedicated to the class climate and its characteristics. It describes what influences, by which methods it can be investigated and what can it be influenced by. In the practical part the author uses the methods of the teacher's active research to investigate the climate in her own class and also self-reflexively examines herself from the view of the beginning teacher. During the time period of one school year continually monitors the climate in her class and states the most effective ways towards improvement. The results of the research show that the methods of personality and social education have an influence to the class climate if they are used in a natural and casual manner. KEY WORDS: Class climate, teacher's active research, beginning teacher, social skills, self - reflection, begin together, personality and social education, cooperation, relations, pre - puberty, problematic pupil, method.

Body movement, hands-on activity, embodiment, social interaction, emotions, and self-reflection allow teaching artists of Barter’s Theatre’s Project REAL to conduct a lesson with an implicit learning experience as the focus. Barter Theatre’s Project REAL exists as a theatre for education program that collaborates with regular classroom teachers on delivering the curriculum through specific theatre exercises in order to connect the material personally to the students’ lives. Theatre tools provide a human experience that enhances learning for the student by use of kinesthetic movement, social learning, emotions and interpersonal skills. To understand the effects of Barter Theatre’s Project REAL, the director and teaching artists collected interviews with teachers, administrators, and students. Teaching artists also conducted pre and post assessments and end of the semester surveys with classes. This study aims to give insight to the results of Project REAL’s pedagogy as well as the strengths and weaknesses of the program.

The work is based on the theoretical and empirical analyses of the correlation between the social intelligence and the accentuation of personality traits made by Russian and foreign researchers. The scientific work has ongoing practical importance for the adolescence issue studies in order to form the personality of a teenager and build a solid capacity to show relevant reactions to the multitude of the influential factors (internal and external) that lead to successful adaptation and socialization in the community. There were examined models and indices of the social intelligence (social flexibility, empathy, assertion, self-control and etc.) and were illuminated the classification types of the accentuation and specification of personality traits. 74 schoolchildren (42 girls and 32 boys) at the age of 13-14 were tested using the M. O'Sullivan and J. P. Guilford Social Intelligence Test (adapted by E.S. Mihailova) and by the modify questionary on the accentuation types of personality traits in adolescents (modification of the diagnostician psychopathy questionary by A.Y. Lichko). For the statistical analysis were used t-distribution, Kruskal–Wallis one-way analysis of variance, chi-squared distribution. The types of accentuations were examine, having in mind the social intelligence development level, in the mixed group of the teenagers as well as in groups divided by sex. The outcomes of the research can be used as a framework for psycho-social capacity-building projects, disorder treatment programs, and as an informational source to form the recommendations for the teachers and parents in order to reduce number of conflicts and minimize their effects in the school and families of the teenagers. / В исследовании проведен анализ теоретических и эмпирических исследований по проблеме взаимосвязи социального интеллекта и акцентуации характера по данным зарубежных и отечественных источников. Обоснована актуальность и практическая значимость данной проблемы для подросткового возраста как значимого для формирования личности в условиях влияния на подростка множества факторов (внешних и внутренних) когда необходимо научиться адекватно выстраивать свое поведение с учетом этих факторов с целью успешной социализации и адаптации в обществе. Рассмотрены модели и индикаторы социального интеллекта социальная пластичность, эмпатия, самооценка, саморегуляция и т.д.), а также существующие классификации акцентуаций характера. и присущие разным типам поведенческие особенности. Приведены результаты исследования подростков 13-14 лет (74 учащихся, из них – 42 девочки, 32 мальчика) по методикам социального интеллекта Дж. Гилфорда и М. Салливана (адаптация Е. С. Михайловой) и модифицированного опросника идентификации типов акцентуации характера у подростков (модификация патохарактерологического диагностического опросника А. Е. Личко). Для статистической обработки данных использовались t – критерий Стьюдента, критерий Краскела-Уоллеса, Хи-квадрат Пирсона. Проанализированы типы акцентуаций с точки зрения уровня выраженности социального интеллекта в группе подростков в целом, а также отдельно в группах девочек и мальчиков. Полученные данные могут служить основой для разработки программ социально-психологического тренинга, коррекционной программы, а также рекомендаций учителям и родителям с целью минимизировать конфликты и их последствия в школе и семьях подростков.

This thesis is a study of the development of a group of students during the time they spentworking as a reflecting team in family therapy. Due to an increase in the number of students enrolled for the Masters degree in Educational Psychology in the years from 2001, there was concern about the students experience of family therapy, since they would not all be likely to counsel a family. The study, which was undertaken over a period of two years, allows a comparison of two different experiences of being part of a reflecting team. The first year the whole group formed a single team, whereas, the group in the second year split into two teams, working on a fortnightly basis. The growth of the students as therapists was assessed by means of questionnaires and an interview with the trainer in terms of self-reflection, willingness to risk. / Social work / MA(SS)(Mental Health)

This thesis is a study of the development of a group of students during the time they spentworking as a reflecting team in family therapy. Due to an increase in the number of students enrolled for the Masters degree in Educational Psychology in the years from 2001, there was concern about the students experience of family therapy, since they would not all be likely to counsel a family. The study, which was undertaken over a period of two years, allows a comparison of two different experiences of being part of a reflecting team. The first year the whole group formed a single team, whereas, the group in the second year split into two teams, working on a fortnightly basis. The growth of the students as therapists was assessed by means of questionnaires and an interview with the trainer in terms of self-reflection, willingness to risk. / Social work / MA(SS)(Mental Health)

Text in Afrikaans / Due to the radical reform in mathematics education worldwide, the mathematics curriculum underwent dramatic changes in order to meet the new objectives in mathematics. This has placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks and mathematics teachers to enhance the cognitive development of learners. This study takes the view that: What happens in the class is what you get. Based on the above statement, the foundation of mathematics teaching, namely the mathematics curriculum, the mathematics textbook and the teacher’s instruction in the teaching venue were scrutinised. During a diagnostic examination of teachers’ interpretation, knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching emerged: The most important finding of TIMMS is that the differences in performance in mathematics between different countries can be linked to the way teachers interpret and present the content of mathematics. Research has revealed that the interaction of teachers with curriculum content follow a dynamic and constructive application instead of direct application based on the mathematics curriculum. Teachers often change the prescriptions and order of content in the mathematics curriculum to suit their teaching style, knowledge and previous experience. Consequently, align application of mathematical concepts and skills does not take place and this creates a gap in learners’ cognitive development. It also leaves a gap in the application of the Type 5 cognitive development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need. Authors of mathematics textbooks present their own vision, interpretation and style in mathematics textbooks, which influences the order of mathematics content and concepts. The result is that mathematics content and concepts are at times not aligned with representations in the mathematics curriculum and objectives are therefore not reached. The different interpretations of mathematics textbooks by teachers differ greatly and these differences place great pressure on teachers to decide how the mathematics textbook will be used in the teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the cause of action research which will enable teachers to make a professional analysis which they can use. Because a variety of mathematics textbooks are selected for use in schools, teachers assume that these approved mathematics textbooks focus on the curriculum. They therefore slavishly follow the mathematics textbooks without consulting the mathematics curriculum. Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics content leave a big gap in their own alignment of mathematics teaching. To satisfy this need, an assessment profile and an methodology for alignment are provided to enable teachers to monitor the curriculum alignment presentation of concepts and skills. / As gevolg van die radikale hervorming in wiskunde-onderrig wêreldwyd het die wiskundekurrikulum dramatiese veranderings ondergaan ten einde die nuwe doelstellings in wiskunde te bereik. Dit het enorme verantwoordelikheid geplaas op kurrikulumsamestellers en outeurs van wiskundehandboeke en wiskunde-onderwysers om die kognitiewe ontwikkeling van leerders te bevorder. In hierdie studie is van die volgende standpunt uitgegaan: What happens in the class is what you get. Derhalwe is die fondasie van wiskunde-onderrig, naamlik die wiskundekurrikulum, wiskundehandboek en die onderwyser se instruksies in die klaskamer ondersoek. In `n diagnostiese ontleding van onderwysers se interpretasie, kennis en toepassing van die wiskundekurrikulum en die wiskundehandboekinhoude aan die Oos-Rand het die volgende probleme in verband met wiskunde-onderrig na vore gekom: Die belangrikste bevinding van TIMMS is dat die verskille in wiskundeprestasie tussen lande verband hou met die wyse waarop onderwysers die wiskudekurrikuluminhoude interpreteer en aanbied. Navorsing toon dat die interaksie van onderwysers met kurrikulummateriaal op ʼn dinamiese en konstruktiewe toepassing geskied in plaas van direkte toepassing vanuit die wiskundekurrikulum. Onderwysers verander dikwels die wiskundekurrikulum se voorskrifte en volgorde van inhoude om by hulle onderrigstyl, kennis en vorige ervarings te pas. Die gevolg is dat geen inlyntoepassing van wiskundebegrippe en vaardighede plaasvind nie en dit laat ʼn leemte in leerders se kognitiewe ontwikkeling. Verder laat dit ʼn leemte in die toepassing van die 5-tipe kognitiewe ontwikkelingstake in wiskunde wat ʼn verifiërend deduktiewe toepassing van begrippe bewerkstellig. In die aksienavorsing is ʼn struktuur geskep wat in hierdie behoefte voorsien. Outeurs van wiskundehandboeke het ʼn eie visie, interpretasie en styl wat hulle in wiskundehandboeke aanbied. Dit het ʼn invloed op die volgorde van wiskunde-inhoude en begrippe en gevolglik is wiskunde-inhoude en -begrippe soms nie inlyn geplaas met voorstellings van die wiskundekurrikulum nie, en word doelstellings nie bereik nie. Onderwysers se verskillende interpretasies van wiskundehandboekinhoude verskil radikaal van mekaar en plaas gevolglik groot druk op onderwysers om ʼn keuse te maak wat betref die gebruik van ʼn wiskundehandboek vir gebruik in die klaskamer. In die studie is ʼn wiskundehandboekprofiel en ʼn taakontleding tydens aksienavorsing geformuleer wat onderwysers in staat sal stel om ʼn professionele ontleding te maak vir gebruik. As gevolg van die verskeidenheid wiskundehandboeke wat gekeur word vir gebruik in skole neem onderwysers aan dat hierdie gekeurde wiskundehandboeke op die kurrikulum gerig is. Gevolglik word wiskundehandboeke slaafs nagevolg sonder om die wiskundekurrikulum te raadpleeg. Tekortkominge in wiskundehandboeke en die eie interpretasie van wiskundeinhoude deur onderwysers laat ʼn groot leemte in hul eie inlynwiskunde-onderrig. Om te voorsien in hierdie behoefte is ʼn assesseringsprofiel en ʼn inlynmetodiek saamgestel om onderwysers in staat te stel om die inlynaanbieding van begrippe en vaardighede te monitor. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

Text in Afrikaans, abstract in English and Afrikaans / Due to the radical reform in mathematics education worldwide, the mathematics curriculum underwent dramatic changes in order to meet the new objectives in mathematics. This has placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks and mathematics teachers to enhance the cognitive development of learners. This study takes the view that: What happens in the class is what you get. Based on the above statement, the foundation of mathematics teaching, namely the mathematics curriculum, the mathematics textbook and the teacher’s instruction in the teaching venue were scrutinised. During a diagnostic examination of teachers’ interpretation, knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching emerged: The most important finding of TIMMS is that the differences in performance in mathematics between different countries can be linked to the way teachers interpret and present the content of mathematics. Research has revealed that the interaction of teachers with curriculum content follow a dynamic and constructive application instead of direct application based on the mathematics curriculum. Teachers often change the prescriptions and order of content in the mathematics curriculum to suit their teaching style, knowledge and previous experience. Consequently, align application of mathematical concepts and skills does not take place and this creates a gap in learners’ cognitive development. It also leaves a gap in the application of the Type 5 cognitive development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need. Authors of mathematics textbooks present their own vision, interpretation and style in mathematics textbooks, which influences the order of mathematics content and concepts. The result is that mathematics content and concepts are at times not aligned with representations in the mathematics curriculum and objectives are therefore not reached. The different interpretations of mathematics textbooks by teachers differ greatly and these differences place great pressure on teachers to decide how the mathematics textbook will be used in the teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the cause of action research which will enable teachers to make a professional analysis which they can use. Because a variety of mathematics textbooks are selected for use in schools, teachers assume that these approved mathematics textbooks focus on the curriculum. They therefore slavishly follow the mathematics textbooks without consulting the mathematics curriculum. Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics content leave a big gap in their own alignment of mathematics teaching. To satisfy this need, an assessment profile and an methodology for alignment are provided to enable teachers to monitor the curriculum alignment presentation of concepts and skills. / As gevolg van die radikale hervorming in wiskunde-onderrig wêreldwyd het die wiskundekurrikulum dramatiese veranderings ondergaan ten einde die nuwe doelstellings in wiskunde te bereik. Dit het enorme verantwoordelikheid geplaas op kurrikulumsamestellers en outeurs van wiskundehandboeke en wiskunde-onderwysers om die kognitiewe ontwikkeling van leerders te bevorder. In hierdie studie is van die volgende standpunt uitgegaan: What happens in the class is what you get. Derhalwe is die fondasie van wiskunde-onderrig, naamlik die wiskundekurrikulum, wiskundehandboek en die onderwyser se instruksies in die klaskamer ondersoek. In `n diagnostiese ontleding van onderwysers se interpretasie, kennis en toepassing van die wiskundekurrikulum en die wiskundehandboekinhoude aan die Oos-Rand het die volgende probleme in verband met wiskunde-onderrig na vore gekom: Die belangrikste bevinding van TIMMS is dat die verskille in wiskundeprestasie tussen lande verband hou met die wyse waarop onderwysers die wiskudekurrikuluminhoude interpreteer en aanbied. Navorsing toon dat die interaksie van onderwysers met kurrikulummateriaal op ʼn dinamiese en konstruktiewe toepassing geskied in plaas van direkte toepassing vanuit die wiskundekurrikulum. Onderwysers verander dikwels die wiskundekurrikulum se voorskrifte en volgorde van inhoude om by hulle onderrigstyl, kennis en vorige ervarings te pas. Die gevolg is dat geen inlyntoepassing van wiskundebegrippe en vaardighede plaasvind nie en dit laat ʼn leemte in leerders se kognitiewe ontwikkeling. Verder laat dit ʼn leemte in die toepassing van die 5-tipe kognitiewe ontwikkelingstake in wiskunde wat ʼn verifiërend deduktiewe toepassing van begrippe bewerkstellig. In die aksienavorsing is ʼn struktuur geskep wat in hierdie behoefte voorsien. Outeurs van wiskundehandboeke het ʼn eie visie, interpretasie en styl wat hulle in wiskundehandboeke aanbied. Dit het ʼn invloed op die volgorde van wiskunde-inhoude en begrippe en gevolglik is wiskunde-inhoude en -begrippe soms nie inlyn geplaas met voorstellings van die wiskundekurrikulum nie, en word doelstellings nie bereik nie. Onderwysers se verskillende interpretasies van wiskundehandboekinhoude verskil radikaal van mekaar en plaas gevolglik groot druk op onderwysers om ʼn keuse te maak wat betref die gebruik van ʼn wiskundehandboek vir gebruik in die klaskamer. In die studie is ʼn wiskundehandboekprofiel en ʼn taakontleding tydens aksienavorsing geformuleer wat onderwysers in staat sal stel om ʼn professionele ontleding te maak vir gebruik. As gevolg van die verskeidenheid wiskundehandboeke wat gekeur word vir gebruik in skole neem onderwysers aan dat hierdie gekeurde wiskundehandboeke op die kurrikulum gerig is. Gevolglik word wiskundehandboeke slaafs nagevolg sonder om die wiskundekurrikulum te raadpleeg. Tekortkominge in wiskundehandboeke en die eie interpretasie van wiskundeinhoude deur onderwysers laat ʼn groot leemte in hul eie inlynwiskunde-onderrig. Om te voorsien in hierdie behoefte is ʼn assesseringsprofiel en ʼn inlynmetodiek saamgestel om onderwysers in staat te stel om die inlynaanbieding van begrippe en vaardighede te monitor. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)