Khan Gabriele Gertrude Maria     Logo

Leistung

Leistungstyp Forschungsprojekt (+)
 
Titel The Impact of Existential Pedagogics on Teachers and Educators: a qualitative study
 
Beschreibung Existential Pedagogy (EP) derives from Existential Analysis and Logotherapy developed by Viktor Frankl and Alfried Längle in the tradition of Existential Philosophy and Phenomenology. This study investigated how EP influences pedagogues’ and teachers’ attitudes and teaching. Four focus groups with a total of 12 persons were conducted in an elementary school in Germany that is tailored for students with emotional and behavioral problems. Data were analyzed with the Qualitative Content Analysis. EP helped teachers come into relationship with students, strengthen students’ self-esteem and find meaningful approaches to the learning content. It also facilitated coming into touch with one’s own emotions and with the children’s emotions. The individualized approach does not solely focus on children, but highly impacts teachers and pedagogues. Similarities to other pedagogies can be found but the impact of EP on teachers and pedagogues and the individual and flexible handling of EP appear to be specific for EP.
 
Schlagwörter Existential Pedagogy; elementary School; emotional and behavioral problems of students
 
Forschungsschwerpunkt Psychische/soziale Dimension, sinnzentrierte Pädagogik (nach V. Frankl)
 
 
Projektleitung gesamt
  • Waibel, Eva Maria; Mag. Dr. Prof.

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    Externe Projektmitarbeiter/innen
  • Siller, Heidi; Dr.

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    Beteiligte Organisationeinheiten der PHK
  • 2400 Institut für Schulentwicklung

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    Wissenstransfer Lehre Die erarbeiteten Inhalte flossen und fließen in Aus- und Weiterbildung sowie in die Curriculum-Erarbeitung im Verbund Süd-Ost.
     
     
     
    Status abgeschlossen
     
    Laufzeit von 01.10.2014 bis 30.06.2016
     
    Sachgebiete
  • 5801 Allgemeine Pädagogik
  • 6114 Anthropologie
  • 5812 Pädagogische Psychologie

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