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Theoretical Basics

Module name (EN):
Name of module in study programme. It should be precise and clear.
Theoretical Basics
Degree programme:
Study Programme with validity of corresponding study regulations containing this module.
Social work and early childhood, Bachelor, ASPO 01.10.2019
Module code: BSP-15
SAP-Submodule-No.:
The exam administration creates a SAP-Submodule-No for every exam type in every module. The SAP-Submodule-No is equal for the same module in different study programs.
P322-0073, P322-0076
Hours per semester week / Teaching method:
The count of hours per week is a combination of lecture (V for German Vorlesung), exercise (U for Übung), practice (P) oder project (PA). For example a course of the form 2V+2U has 2 hours of lecture and 2 hours of exercise per week.
2V+2S (4 hours per week)
ECTS credits:
European Credit Transfer System. Points for successful completion of a course. Each ECTS point represents a workload of 30 hours.
6
Semester: 4
Mandatory course: yes
Language of instruction:
German
Assessment:
BSP-15.1 Written exam (K) (bn)

[updated 20.05.2020]
Applicability / Curricular relevance:
All study programs (with year of the version of study regulations) containing the course.

BSP-15 (P322-0073, P322-0076) Social work and early childhood, Bachelor, ASPO 01.10.2019 , semester 4, mandatory course
Workload:
Workload of student for successfully completing the course. Each ECTS credit represents 30 working hours. These are the combined effort of face-to-face time, post-processing the subject of the lecture, exercises and preparation for the exam.

The total workload is distributed on the semester (01.04.-30.09. during the summer term, 01.10.-31.03. during the winter term).
60 class hours (= 45 clock hours) over a 15-week period.
The total student study time is 180 hours (equivalent to 6 ECTS credits).
There are therefore 135 hours available for class preparation and follow-up work and exam preparation.
Recommended prerequisites (modules):
None.
Recommended as prerequisite for:
Module coordinator:
Prof. Dr. Ulrike Zöller
Lecturer: Prof. Dr. Ulrike Zöller

[updated 26.08.2019]
Learning outcomes:
After successfully completing this course, students will:
- be able to present the history, development and general state of professional theories,
- be able to present exemplary disciplinary positions from the fields of social work and early childhood and explain their relevance for professional practice, as well as take their own position on these,
- be able to identify overall structural characteristics, central principles and ethical requirements for a profession in a social context and reflect on their own actions within a legal context (e.g. dealing with addressee dilemmas),
- be able to relate classical studies to current empirical findings in the context of the professionalization debate,
- be able to describe specific demands on the discipline and profession that could arise individually, institutionally and organizationally over the course of their lifetime,
- be able to combine the possibilities of successful professionalism with the requirements pertaining to a pedagogical or social-law profession,
- be able to reconstruct cases in the light of social and educational professional research and use them to challenge and assess a given professionalized practice of early childhood education and social work.
  


[updated 20.05.2020]
Module content:
BSP-15.1 Lecture: Professionalization Theoretical Basics and Professional Ethics
_        Overview of professionalization theories and their underlying principles, historical developments, current formations and positions
_        Presentation of classical and recent studies on professionalization and the need for professionalization in pedagogical and social-law professions
_        Professional ideals from early childhood education through social advocacy in each part of life to the finality of life.
_        Presentation of practical forms and functional foci (somato-psycho-social integrity, law and justice, methodical validity checks) of professionalization  
_        Insight into the structural problems, paradoxes and options for and of professionalized action in educational and social work institutions and impulses for self-reflection.
_        Insight into the inner dynamics of professional action with regard to ethical requirements, social expectations and factual options.
  
BSP-15.2 Seminar: Diagnostic Action and Case Analyses
Reconstruction of selected dilemmatic cases


[updated 20.05.2020]
Teaching methods/Media:
Lecture, literature studies, casuistry and case vignettes from professional practice

[updated 20.05.2020]
Recommended or required reading:
Becker-Lenz, Roland u. a. (Hg.) (2013): Professionalität in der Sozialen Arbeit. Standpunkte, Kontroversen, Perspektiven. Berlin: SpringerVS.
Combe, Arno/Helsper, Werner (Hg.) (1996): Pädagogische Professionalität. Untersuchungen zum Typus pädagogischen Handelns. Frankfurt am Main. Suhrkamp.
Dewe, Bernd u.a. (Hg.) (1992): Erziehen als Profession. Zur Logik professionellen Handelns in pädagogischen Feldern. Opladen: Leske+Budrich Verlag.
Großmaß, Ruth; Perko, Grudrun (2011): Ethik für soziale Berufe. Paderborn: Ferdinand Schöningh.
Kraul, Margret u.a. (Hg.) (2002): Biographie und Profession. Bad Heilbrunn, Obb.: Klinkhardt.
Maaser, Wolfgang (2010): Lehrbuch Ethik. Grundlagen, Problemfelder und Perspektiven. Weinheim und München: Juventa.
Ruppin, Iris (Hg.) (2015): Professionalisierung in Kindertagesstätten. Weinheim und Basel: BeltzJuventa.
Schwarz, Bernd u. a.  (Hg.) (2014): Professionalität: Wissen _ Kontext. Sozialwissenschaftliche Analysen und pädagogische Reflexionen zur Struktur bildenden und beratenden Handelns. Klinkhardt.


[updated 20.05.2020]
 
[Fri Apr 26 09:47:52 CEST 2024, CKEY=spga, BKEY=sp3, CID=BSP-15, LANGUAGE=en, DATE=26.04.2024]