Grundschulpädagogik

Germany is constantly shaped by migration-related processes and phenomena and can therefore be described as a migration society. This means that as a teacher you are confronted with the fact that today more than a third of children in the Federal Republic of Germany have a family or personal history of migration. Nevertheless, this fact, in which we are all (and as teachers in particular) involved, is often ignored or problematized by educational institutions by continuing to adhere to natio-ethno-cultural constructions of normality. Children who deviate from these constructions are often systematically disadvantaged in the German school system. As the first school for all children, elementary school in particular have the opportunity and duty to react accordingly. The seminar deals with historical and currently competing pedagogical responses to migration both theoretically and in an action-oriented way as a teacher. Through excursions into critical social work, social and cultural sciences, knowledge on topics such as culture, foreignness, racism or empowerment is gained and made fruitful for pedagogical practice in elementary school in order to reduce one's own uncertainties and thus be able to meet the needs of all students in the migration society.

The reality of children's lives in the digital world must be addressed in certain ways in the classroom. This requires certain teacher competencies. According to the TDL-TPACK framework (Mishra & Koehler, 2007; updated by Cui & Zhang, 2022), these include data literacy, technological knowledge and technological pedagogical knowledge. 

We will further develop these competencies in the seminar. For this purpose, the seminar is divided into three blocks. Block 1 is about data literacy and the handling of data. In block 2, we will focus on new developments regarding artificial intelligence and machine learning. Block 3 is about technology-enhanced teaching, where we focus on – on the one hand – the process features of adaptivity, cognitive activation and feedback. On the other hand, we look at how digital and non-digital technologies can be meaningfully orchestrated in the classroom.

Die Grundschule als erste gemeinsame Schule zeichnet sich durch eine heterogene Schüler*innenschaft aus. Ihr differenz- und diskriminierungssensibel zu begegnen, ist eine zentrale Aufgabe von Lehrkräften – mit dem Ziel alle Schüler*innen optimal zu fördern. Die Unterrichtsplanung und Unterrichtsdurchführung sind entsprechend zu gestalten.

Die Grundschule als erste gemeinsame Schule zeichnet sich durch eine heterogene Schüler*innenschaft aus. Ihr differenz- und diskriminierungssensibel zu begegnen, ist eine zentrale Aufgabe von Lehrkräften – mit dem Ziel alle Schüler*innen optimal zu fördern. Die Unterrichtsplanung und Unterrichtsdurchführung sind entsprechend zu gestalten.