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Get into Teaching

Zielgruppe Promovierende und Postdocs, die schon erste Lehrerfahrung gesammelt haben oder in Kürze in die Lehre einsteigen werden
Sprache Englisch
Dauer 2 Tage
Anzahl Teilnehmende max. 10
Art Präsenz und online

Termine

Datum Status Uhrzeit Ort
01./02. Dezember 2022 voll 9:30-17:30 iGRAD Kursraum
02./03. März 2023 voll 9:30-17:30 iGRAD Kursraum
27./28. Juli 2023   9:30-17:30 iGRAD Kursraum
30. November/01. Dezember 2023   9:30-17:30 iGRAD Kursraum

Termine

Datum Status Uhrzeit Ort
09./10. Dezember 2021 voll 9:30-17:30 Online
03./04. März 2022 voll 9:30-17:30 Online
07./08. Juli 2022   9:30-17:30 Online
01./02. Dezember 2022 voll 9:30-17:30 iGRAD Kursraum

Description
This workshop adresses doctoral and postdoctoral researchers who are interested in university level teaching or will start teaching at a university (e.g. supervising lab courses, giving exercises, seminars or lectures) within the next time. Many questions may rise when teaching in a lecture hall, a seminar, exercises or lab courses for the very first time:
How can I get into teaching?
How to prepare myself and the lesson/course?
How do I want to be perceived by the students?
What are my and what are the students’ expectations?
How to design the lesson/course?
What typical and critical situations can arise?

By adressing these and other important questions the workshop will focus on the first steps towards an individual teaching profile and a learner-supportive preparation of lessons/courses.

Topics of the workshop:

  • Individual teaching style and role change
  • Self and time management for university level teachers
  • Conditions and cirumstances of university level teaching
  • Defining teaching and learning objectives
  • Structuring single lessons and complete courses
  • Selection of content and methods
  • Dealing with challenging teaching situations

Objectives of the workshop:
Participants will

  • define and explain their own teaching philosophy
  • get known to typical challenges of time management in teaching situations and develop strategies to adress them
  • define their teaching and learning objectives
  • select and apply techniques for the choosing and reducing of teaching topics and content
  • aligning didactical formats and methods according to teaching objectives and basic conditions
  • developing possible solutions vor critical teaching situations

Dagmar Schulte, Dipl.-Päd. and Trainer for Higher Educational Teaching
Dr. Christian Dumpitak, Trainer for Higher Educational Teaching, iGRAD, HHU

Verantwortlichkeit: