Discipline seminar - Education (I year) 1600-SZD-SEM-PED
This first-year seminar introduces PhD students to critical and reflective academic work in education sciences. Participants engage with key literature and paradigms in pedagogy, develop skills in academic argumentation, and improve their understanding of theoretical frameworks. Special attention is paid to the critical analysis of literature, understanding how to situate one's research in existing discourse, and building capacity for scholarly communication in an international context.
The seminar also provides space for early-stage development of the doctoral research concept. Students will have the opportunity to present their research ideas and methodology according to specified guidelines. Active participation, open discussions, and feedback are crucial for developing students' academic, methodological, and social competencies, which form the basis for further work with their supervisor and preparation for the dissertation defense.
Type of course
Course coordinators
Learning outcomes
Knowledge
‒ WG_1: Understands the core theoretical concepts and global achievements in education research and how they inform doctoral inquiry.
‒ WG_2: Recognizes development trends and paradigms in education sciences.
‒ WG_3: Gains basic orientation in research methodology used in pedagogical research.
Skills
‒ UW_1: Can critically identify and assess relevant literature to construct a conceptual background for one’s research.
‒ UW_2: Conducts critical evaluation of theoretical and empirical studies and understands their implications.
‒ UK_1: Can communicate on specialist topics in academic English.
‒ UK_3, UK_4: Participates in and facilitates scholarly discussions and academic debate.
Social Competences
‒ KK_1: Is ready to critically evaluate key achievements in education science.
‒ KK_2: Reflects on own position in relation to existing research.
‒ KK_3: Recognizes science’s role in addressing educational and societal challenges.
‒ KO_1, KR_1: Acts with academic responsibility and integrity in the research community.
Assessment criteria
Participation Requirements:
‒ 80% minimum attendance (max 2 excused absences)
‒ Active participation and submission of assignments
Passing Principles:
‒ Completion of assigned reading tasks
‒ Presentation of critical literature overview
‒ Resit: Revised written assignment and feedback reflection
Verification Methods:
‒ In-class discussion and active engagement
‒ Short written literature analysis
‒ Presentation of a theoretical or conceptual issue
Evaluation Criteria:
‒ 40% academic engagement and participation
‒ 30% written assignment (literature analysis)
‒ 30% oral presentation and feedback response
Bibliography
Literature:
‒ Biesta, G. (2014).The Beautiful Risk of Education. Routledge.
‒ Creswell, J. W. (2012). Educational Research Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson.
‒ Kamler, B., & Thomson, P. (2006). Helping Doctoral Students Write. Pedagogies for supervision. Routledge.
‒ Selected journal articles tailored to students' research interests
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: