Programme

• Course title: Teaching & Learning: Inquiry-Based Education
• Number of ECTS: 4
• Course code: MScE_D-7
• Module(s): Applications
• Language: DE, EN
• Mandatory: Yes

    Erlernen und Beherrschen von Prinzipien und Praktiken des forschenden Lernens
    Integration und Reflexion von forschungsbasierter Bildung und Motivation
    Erfahrungen innerhalb und zwischen den Fächern zu entwickeln, zu analysieren und zu reflektieren

Der Kurs Teaching and Learning: Inquiry-Based Education verbindet didaktische Forschung mit der Unterrichtspraxis. Konkret werden die Studierenden an jedem Termin einen theoretischen Input erhalten und dann gemeinsam die Relevanz für die eigene Lehrtätigkeit erarbeiten. In der Zeit zwischen den Sitzungen können konkrete Anwendungssituationen im eigenen Unterricht erprobt und dann gemeinsam reflektiert werden. Auch unterrichtspraktische Inhalte wie Notengebung, Förderung und Projektunterricht sind Gegenstand des Kurses. Während des Semesters erstellen die Teilnehmenden ein Portfolio zu den Themen sowie den eigenen Erfahrungen. Dieses Portfolio dient gleichzeitig als Leistungsnachweis und wird am Ende des Kurses eingereicht.
Nach Abschluss des Kurses sollten die Teilnehmenden in der Lage sein Inquiry-Based Learning in ihren Unterrichtsalltag zu integrieren und ihre eigenen Unterrichtsmethoden kritisch zu reflektieren und weiterzuentwickeln.

Lektüre :

• Merzyn, G. (2008). Naturwissenschaften, Mathematik, Technik – immer unbeliebter? Die Konkurrenz von Schulfächern um das Interesse der Jugend im Spiegel vielfältiger Untersuchungen. Baltmannsweiler: Schneider Hohengehren

• Moonen, S. P. G., & Veeger, T. T. (2016). Evaluation assessment carrousel : providing feedback in different stages of a problem-based learning-assigment. In S. Emmitt (Ed.), Building our Future : Proceedings of the
  Integrated Design Conference ID@50, 29 June – 1 July 2016, Bath, United Kingdom (pp. 170-183). University of Bath.
• Roth, J. & Weigand, H.-G. (2014). Forschendes Lernen − Eine Annäherung an wissenschaftliches Arbeiten. Mathematik lehren, 184, S. 2-9.
• Schmidkunz, H. & Lindemann, H. (2003). Das Forschend-entwickelnde Unterrichtsverfahren. Problemlösen im naturwissenschaftlichen Unterricht. Magdeburg: Westarp Wissenschaften.

Aktive Teilnahme an den Sitzungen, Portfolio.

• Course title: Practitioner Research and Data Literacy
• Number of ECTS: 3
• Course code: MScE_D-5
• Module(s): Foundations
• Language: EN, DE
• Mandatory: Yes

    To command principles and methods of practitioner research
    To develop data literacy for data in educational contexts
    To conceptualize, present and discuss the Master thesis research project

The Practitioner Research and Data Literacy course, accordingly, follows a research-based learning approach which will support students to integrate theory and practice by means of reflecting, understanding, and improving their own classroom and teaching practice. To achieve this goal, the students will be provided general introductions into research methods and procedures which will allow them to start developing their research ideas for their Master thesis project. In order to support the development of their Master thesis research project, students will also be provided with (basic) theoretical knowledge on pedagogical issues related to their projects. At the end of the course, the students will compose a first (short) research proposal and a scientific poster. This short research proposal will pave the way for the students’ future master thesis work. The poster session will allow students with a first opportunity to present and discuss their Master thesis project (as work-in- progress) with their peers, university lecturers and external members. Feedback will be provided (from the course lecturer, and either peers and other members) for the (short) research proposal and poster session, to further support the development of their Master thesis research project.
By the end of the seminar, it is expected that the students (a) will have knowledge of research methodology and procedures, (b) have started to define their research question/idea for the topic of their Master thesis, (c) will have the skills to make a scientific poster and (d) will be able to present their work in public.

Continuous evaluation: Active participation in the sessions, development of Wiki activities, (short) research proposal and poster session. All details on the mandatory activities will be given in the first session and can be found as well in the course syllabus (please refer to the course’s moodle). 

Bibliography:

    Saunders, C., Lautenbach, C., Schepers, D., Vogel, H. (2021). Forschendes Lernen im Lehramtsstudium. Berlin: Bundesministerium für Bildung und Forschung.
    Saunders, C., Werner, T., Helmbold, B. Schart, M. (2020). Praxiserkundungen als Ansatz für Forschendes Lernen im Bereich Deutsch als Fremd- und Zweitsprache. Zeitschrift für Hochschulentwicklung, 15 (2): 101- 124.
    Saunders, Constanze (2017), Research Based Learning in Teacher Education at Humboldt-Universität zu Berlin. Working Paper Nr. 1, 2017. Online:https://www.uni-oldenburg.de/fileadmin/user_upload/flif/Homepage_neu/Working_Paper/14-09_Online__Saunders_FL_im_LA_HU_Berlin_081117.pdf

• Course title: Diversity and Equity in the Classroom
• Number of ECTS: 4
• Course code: MScE_D-6
• Module(s): Theories
• Language: DE, LB, EN
• Mandatory: Yes

Nach Abschluss des Kurses können die Studierenden:
    zentrale Diversitätsdomänen beschreiben und deren Bedeutung für Unterrichtsprozesse analysieren;
    Konzepte von Equity, Fairness und Chancengerechtigkeit erklären und auf schulische Situationen anwenden;
    grundlegende Prinzipien inklusiver Unterrichtsgestaltung, insbesondere Differenzierung und adaptive Didaktik, benennen und praktisch umsetzen;
    typische Lernschwierigkeiten erkennen und grundlegende pädagogische Unterstützungsmaßnahmen ableiten;
    eigene Unterrichtskonzepte entwickeln, begründet darstellen und kritisch reflektieren.

Studentische Heterogenität stellt in Bildungssystemen weltweit zunehmend die Regel und nicht länger die Ausnahme dar. Lernende bringen eine Vielzahl unterschiedlicher Merkmale in den Unterricht ein, die sowohl individuelle Lernvoraussetzungen als auch gesellschaftliche Rahmenbedingungen widerspiegeln. Dazu zählen unterschiedliche sprachliche und kulturelle Hintergründe, sozioökonomische Lebenslagen, Geschlechteridentitäten, Überzeugungen und religiöse Orientierungen ebenso wie spezifische Fähigkeiten, Lernschwierigkeiten und Behinderungen. Die Vereinten Nationen betonen mit dem Sustainable Development Goal 4 die Verpflichtung der Staaten, ein inklusives, gerechtes und hochwertiges Bildungssystem zu gewährleisten, das allen Kindern und Jugendlichen lebenslange Lernmöglichkeiten eröffnet (United Nations, 2015). Gleichzeitig verdeutlichen internationale Analysen, etwa der OECD, dass Lehrpersonen trotz dieser globalen Zielsetzungen weiterhin vor erheblichen Herausforderungen stehen, wenn sie in zunehmend heterogenen Lerngruppen qualitativ hochwertige Lerngelegenheiten gestalten sollen (OECD, 2023).
Vor diesem Hintergrund verfolgt der Kurs Diversity and Equity in the Classroom das Ziel, Studierenden sowohl theoretische Grundlagen als auch praxisorientierte Instrumente zur Bewältigung von Vielfalt im Unterricht bereitzustellen. Die Vermittlung erfolgt dabei in einem strukturierten Zusammenspiel von theoriegeleiteten und anwendungsbezogenen Modulen. Der Kurs umfasst zentrale Diversitätsdimensionen, die für den luxemburgischen Kontext besonders relevant sind, darunter Geschlecht, sozioökonomischer Status sowie sprachliche und kulturelle Herkunft. Ergänzend werden weitere bedeutsame Bereiche wie Lernschwächen, Lernschwierigkeiten sowie Ability und Disability behandelt, um ein umfassendes Verständnis individueller Lernvoraussetzungen zu ermöglichen.
Ein weiterer Schwerpunkt liegt auf der Auseinandersetzung mit inklusiven Unterrichtspraktiken. Studierende lernen, wie differenzierte und adaptive Lehr-Lern-Arrangements gestaltet werden können, die sowohl diagnostische Zugänge als auch didaktische und klassenführungsbezogene Entscheidungen berücksichtigen. Diese Inhalte werden in zwei praxisorientierten Modulen vertieft, die eine systematische Übertragung theoretischer Konzepte auf konkrete Unterrichtssituationen ermöglichen.

Aktive Teilnahme an den Sitzungen, Bearbeitung kleiner theorie- und praxisbezogener Aufgaben in den einzelnen Modulen sowie die Entwicklung und Präsentation einer kurzen Unterrichtsreihe. Alle Details zu den verpflichtenden Leistungsbestandteilen werden in der ersten Sitzung erläutert und sind zudem im Kurs-Syllabus auf Moodle einsehbar.

Bibliography:

    Achermann, E. (2006). Selbstorganisiertes Lernen: Grundlagen – Erfahrungen – Perspektiven. Kallmeyer.

    Booth, T., Ainscow, M. (2017). Index für Inklusion: Lernen und Teilhabe in der Schule der Vielfalt entwickeln (3. Aufl.). Netzwerk für Inklusion, Internationale Zusammenarbeit und Entwicklung.

    Gnausch, S., Schabmann, A. (2019). Lernschwierigkeiten verstehen und begleiten. Kohlhammer.

    Letzel-Alt, V., Pozas, M. (2023). Differentiated instruction around the world: A global inclusive insight. Waxmann.

    World Health Organization. (2007). International classification of functioning, disability and health – children youth version (ICF-CY). WHO Press.

• Course title: Teaching & Support: Social and Emotional Development
• Number of ECTS: 4
• Course code: MScE_I-3
• Module(s): Applications
• Language: DE, LB, EN
• Mandatory: Yes

The objectives that are to develop in students:
    Familiarise with social emotional development, autism ADHS
    Command principles practices of (classroom) intervention
    Develop, analyse reflect examples of intervention

This course offers opportunities to reflect on practical challenges of inclusive education in the field of Behavioural, Emotional, and Social Difficulties (BESD / Emotional-Soziale Entwicklung / ESE) by developing materials and discussing experiences.

BESD / ESE remains a contested category within special needs and inclusive education as well as intersectional lines with e.g. mental health or other disabilities. Thus, recent developments related to autism, neurodiversity, ADHD and associated diagnoses or labels respectively will be critically assessed from an inclusive perspective (e.g. the term ‘Systemsprenger’). Principles of adapted learning environments for the specific group will be introduced and analyzed but also developed further. Similarly, specific teaching competences of educators and school development will be addressed.

The team of lecturers will be supported by practitioners who will help frame theoretical underpinnings from an applied and localized perspective. This is also to experience the importance of communities of practice and theory – practice dialogues.
Additionally, concepts such as pedagogical relationality, competences and motivation will be re-assessed against the background of current challenges in educational contexts (e.g. collaboration with parents/legal guardians, shifting support structures etc.).

The course targets a broad understanding of inclusive education (not limited to one dimension of diversity). Latest developments, such as shifting diagnostic demographic, importance of intersectionality, trauma-informed environments etc. will be considered.

Continuous assessment along a maximum of 3 tasks throughout the course, details will be elaborated at the beginning of the course.

Bibliography:

    Fischer, E., Heimlich, U., Kahlert, J., Lelgemann, R. (2017). Inklusion im Förderschwerpunkt emotionale und soziale Entwicklung. Kohlhammer Verlag.
    Haider, S., Jencio-Stricker, E., Schwanda, A. (2023). Autismus und Schule: Inklusive Rahmenbedingungen für Lehren, Lernen und Teilhabe. Springer.
    Markowetz, R. (2018). Schülerinnen und Schüler mit einem Förderbedarf in ihrer emotional-sozialen Entwicklung. In: Kahlert, J.  (Hrsg.). Die inklusionssensible Grundschule. Kohlhammer Verlag, 84-109.
    Zdoupas, P., Laubenstein, D. (2023). Perceptions of inclusion in students with diagnosed behavioural, emotional and social difficulties (BESD) displaying internalising and externalising behaviour in inclusive and special education. European Journal of Special Needs Education, 38(5), 717-730.

• Course title: Practitioner Research and Data Literacy
• Number of ECTS: 3
• Course code: MScE_D-5
• Module(s): Foundations
• Language: EN, DE
• Mandatory: Yes

    To command principles and methods of practitioner research
    To develop data literacy for data in educational contexts
    To conceptualize, present and discuss the Master thesis research project

The Practitioner Research and Data Literacy course, accordingly, follows a research-based learning approach which will support students to integrate theory and practice by means of reflecting, understanding, and improving their own classroom and teaching practice. To achieve this goal, the students will be provided general introductions into research methods and procedures which will allow them to start developing their research ideas for their Master thesis project. In order to support the development of their Master thesis research project, students will also be provided with (basic) theoretical knowledge on pedagogical issues related to their projects. At the end of the course, the students will compose a first (short) research proposal and a scientific poster. This short research proposal will pave the way for the students’ future master thesis work. The poster session will allow students with a first opportunity to present and discuss their Master thesis project (as work-in- progress) with their peers, university lecturers and external members. Feedback will be provided (from the course lecturer, and either peers and other members) for the (short) research proposal and poster session, to further support the development of their Master thesis research project.
By the end of the seminar, it is expected that the students (a) will have knowledge of research methodology and procedures, (b) have started to define their research question/idea for the topic of their Master thesis, (c) will have the skills to make a scientific poster and (d) will be able to present their work in public.

Continuous evaluation: Active participation in the sessions, development of Wiki activities, (short) research proposal and poster session. All details on the mandatory activities will be given in the first session and can be found as well in the course syllabus (please refer to the course’s moodle). 

Bibliography:

    Saunders, C., Lautenbach, C., Schepers, D., Vogel, H. (2021). Forschendes Lernen im Lehramtsstudium. Berlin: Bundesministerium für Bildung und Forschung.
    Saunders, C., Werner, T., Helmbold, B. Schart, M. (2020). Praxiserkundungen als Ansatz für Forschendes Lernen im Bereich Deutsch als Fremd- und Zweitsprache. Zeitschrift für Hochschulentwicklung, 15 (2): 101- 124.
    Saunders, Constanze (2017), Research Based Learning in Teacher Education at Humboldt-Universität zu Berlin. Working Paper Nr. 1, 2017. Online:https://www.uni-oldenburg.de/fileadmin/user_upload/flif/Homepage_neu/Working_Paper/14-09_Online__Saunders_FL_im_LA_HU_Berlin_081117.pdf

• Course title: Inclusive Pedagogies and Creation of Inclusive Learning Environments
• Number of ECTS: 4
• Course code: MScE_I-2
• Module(s): Theories
• Language: DE, EN
• Mandatory: Yes

The objectives that are to develop in students:
    Command principles practices of inclusive pedagogies
    Command principles practices of inclusive learning environments
    Analyse reflect ( develop) ex. of inclusive learning environments

In this course, different characteristics and criteria of inclusive learning practices and environments will be presented (e.g. Universal Design, differentiation practices, co-creation etc.) (e.g. Florian & Black – Hawkins 2011). Using national and international examples, students will further their knowledge on…
    accessibility,
    co-creation practices (involving students and other communal stakeholders),
    navigation of lacking resources and
    implications of recent technological, crises-related and socio-political conditions as well as understanding these against the background of international agreements (e.g. United Nation Convention on the Rights of Persons with Disabilities (UNCRPD), Sustainable Development Goals (SDGs)).

Examples and studies describing these characteristics and criteria will be compared, contrasted and critically analyzed, with specific focus on the fuzzy lines between special and inclusive education and limitations to specific contexts (age range, disability etc.).
Experts from policy and practice will broaden the views on current states as guest speakers. Shedding additional perspectives on challenges of establishing inclusive instruction and learning environments.

The course will target a broad understanding of inclusive education (not limited to one dimension of diversity). Latest developments, such as shifting diagnostic demographic, importance of intersectionality, trauma-informed approaches etc. will be in specific focus.

Continuous assessment along 2 tasks (reflection and critical essay) throughout the course, details will be elaborated at the beginning of the course.

Bibliography :

Florian, L., Black-Hawkins, K. (2011). Exploring inclusive pedagogy. In: British educational research journal, 37(5), 813-828.
Haider, S., Jencio-Stricker, E., Schwanda, A. (2023). Autismus und Schule: Inklusive Rahmenbedingungen für Lehren, Lernen und Teilhabe. Springer.
Kremsner, G., Proyer, M. (2024). Inklusive Pädagogik in der Schule. Eine praxisorientierte Einführung. Reclam.
 
Kremsner, G., Proyer, M., Baesch, S. (2020). Vom Universal Design for Learning zum Local Universal Design for Inclusive Education. Sonderpädagogische Förderung 1/2020.
Lakkala, S., Kyrö-Ämmälä, O. (2021). Teaching for diversity with UDL: Analysing teacher competence. In: Galkienė, A. Monkevičienė, O. (Eds.):  Improving inclusive education through universal design for learning, 241-277. Springer International Publishing.
Norwich, B. (2009). Dilemmas of difference and the identification of special educational needs/disability: international perspectives. British Educational Research Journal, 35(3), 447-467.
Riegert, J., Musenberg, O. (Eds.). (2015). Inklusiver Fachunterricht in der Sekundarstufe. Kohlhammer Verlag.

• Course title: Developing Leaders: Leadership and Communication Skills
• Number of ECTS: 4
• Course code: MScE_G-3
• Module(s): Applications
• Language: DE, EN
• Mandatory: Yes

    Grundlagen und Praxis von Organisations- und Teamführung sowie Organisationsentwicklung
    Grundlagen und Praxis von Kommunikation und Konfliktlösung
    Grundlagen und Praxis von Stress- und Selbstmanagement sowie Burnoutprophylaxe

Die Gewährleistung und Erfüllung des Auftrages, den Schulen haben, können umso besser gelingen, je besser Leitung und Führung in einer Schule realisiert werden und je besser die Kommunikation zwischen den Angehörigen ihrer Schulgemeinschaft gelingt. Darüber hinaus bilden eine anschlussfähige interne Organisation und eine Kommunikationskultur, die auch gutes Konfliktmanagement umfasst, wichtige Grundlagen und Potentiale für Reformen und nachhaltige Schulentwicklung. Dabei ist ein guter Umgang mit den vielfältigen Anforderungen im schulischen System – sei es in der Arbeit mit Schülerinnen und Schülern, in der Elternarbeit, im Kollegium oder mit Akteur*innen in multiprofessionellen Teams – für jede Lehrperson essentiell für die eigenen Ressourcen wie auch Möglichkeit und Bereitschaft zum Engagement. Hierfür helfen Strategien des Stressmanagements und der Burnoutprophylaxe.
Das Seminar führt in die grundlegenden Konzepte ein, regt zur eigenen Verortung an und ermöglicht, eigene Kompetenzen in den Bereichen Führungsstile, Organisationsentwicklung, Kommunikation, Konfliktmanagement, Stress-, Selbstmanagement und Burnoutprophylaxe zu erwerben.

Kombinierte, semesterbegleitende Prüfungsform, Details werden zu Veranstaltungsbeginn bekannt gegeben

Literaturempfehlungen werden in der Veranstaltung zur Verfügung gestellt.

• Course title: Practitioner Research and Data Literacy
• Number of ECTS: 3
• Course code: MScE_D-5
• Module(s): Foundations
• Language: EN, DE
• Mandatory: Yes

    To command principles and methods of practitioner research
    To develop data literacy for data in educational contexts
    To conceptualize, present and discuss the Master thesis research project

The Practitioner Research and Data Literacy course, accordingly, follows a research-based learning approach which will support students to integrate theory and practice by means of reflecting, understanding, and improving their own classroom and teaching practice. To achieve this goal, the students will be provided general introductions into research methods and procedures which will allow them to start developing their research ideas for their Master thesis project. In order to support the development of their Master thesis research project, students will also be provided with (basic) theoretical knowledge on pedagogical issues related to their projects. At the end of the course, the students will compose a first (short) research proposal and a scientific poster. This short research proposal will pave the way for the students’ future master thesis work. The poster session will allow students with a first opportunity to present and discuss their Master thesis project (as work-in- progress) with their peers, university lecturers and external members. Feedback will be provided (from the course lecturer, and either peers and other members) for the (short) research proposal and poster session, to further support the development of their Master thesis research project.
By the end of the seminar, it is expected that the students (a) will have knowledge of research methodology and procedures, (b) have started to define their research question/idea for the topic of their Master thesis, (c) will have the skills to make a scientific poster and (d) will be able to present their work in public.

Continuous evaluation: Active participation in the sessions, development of Wiki activities, (short) research proposal and poster session. All details on the mandatory activities will be given in the first session and can be found as well in the course syllabus (please refer to the course’s moodle). 

Bibliography:

    Saunders, C., Lautenbach, C., Schepers, D., Vogel, H. (2021). Forschendes Lernen im Lehramtsstudium. Berlin: Bundesministerium für Bildung und Forschung.
    Saunders, C., Werner, T., Helmbold, B. Schart, M. (2020). Praxiserkundungen als Ansatz für Forschendes Lernen im Bereich Deutsch als Fremd- und Zweitsprache. Zeitschrift für Hochschulentwicklung, 15 (2): 101- 124.
    Saunders, Constanze (2017), Research Based Learning in Teacher Education at Humboldt-Universität zu Berlin. Working Paper Nr. 1, 2017. Online:https://www.uni-oldenburg.de/fileadmin/user_upload/flif/Homepage_neu/Working_Paper/14-09_Online__Saunders_FL_im_LA_HU_Berlin_081117.pdf

• Course title: Management and Leadership in Educational Organisations
• Number of ECTS: 4
• Course code: MScE_G-2
• Module(s): Theories
• Language: DE, EN
• Mandatory: Yes

The objectives that are to develop in students:
    Familiarise with different perspectives on leadership
    Command principles practices of organisational management
    Situate critically reflect educational organisations in this context.

Description of Learning Content
This module provides students with an understanding of various aspects of leadership and organizational management in the education sector. The key learning content includes:
    Perspectives on Leadership: Analysis of different leadership approaches, including models from general and education-related leadership and management research.
    Basics of Organizational Management: Strategic planning, project management, and quality management in educational organizations.
    Reflection and Practice: Critical application of the acquired knowledge and its integration into the context of educational institutions.
Beschreibung der Lerninhalte
Dieses Modul vermittelt den Studierenden ein Verständnis verschiedener Aspekte von Führung und Organisationsmanagement im Bildungsbereich. Die zentralen Lerninhalte umfassen:
    Perspektiven auf Führung: Analyse unterschiedlicher Führungsansätze, einschließlich von Modellen der allgemeinen sowie der bildungsbezogenen Führungs- und Management-Forschung.
    Grundlagen des Organisationsmanagements, wie strategische Planung, Projektmanagement und Qualitätsmanagement in Bildungsorganisationen.
    Reflexion und Praxis: Kritische Anwendung des erworbenen Wissens und dessen Einordnung in den Kontext von Bildungseinrichtungen.

Bibliography:

• Bush, T. (2020). Theories of educational leadership and management (5. Aufl.). Sage Publications.


• Gessler, M., Sebe-Opfermann, A. (Hrsg.). (2023). Handlungsfelder des Bildungsmanagements: Ein Handbuch (3. Aufl.). tredition.


• Kempfert, G., Rolff, H.-G. (2018). Handbuch Qualität und Evaluation ein Leitfaden für Pädagogisches Qualitätsmanagement (5. Aufl.). Beltz.


• Malik, F. (2019). Führen Leisten Leben: Wirksames Management für eine neue Welt. Campus.


• Müller, U. (2007). Bildungsmanagement—Skizze zu einem orientierenden Rahmenmodell. In G. Schweizer, U. Iberer, H. Keller (Hrsg.), Lernen am Unterschied. Bildungsprozesse gestalten, Innovationen vorantreiben (S. 99–121). Bertelsmann. https://dx.doi.org/10.3278/6001854w


• Northouse, P. G. (2021). Leadership: Theory and Practice (9. Aufl.). SAGE Publications, Inc.
  

• Course title: Teaching & Learning: Language(s) in (Non-)Linguistic Subjects
• Number of ECTS: 4
• Course code: MScE_D-12
• Module(s): Applications
• Language: EN, DE
• Mandatory: Yes

• Critically reflect language(s) in (non-)linguistic subjects


• Command principles and practices of multilingual education


• Develop, analyze reflect in (and across) subjects
  

This course explores the dynamic role of language in teaching and learning across linguistic and non-linguistic subjects, with a focus on multilingualism, inclusion, and equity in education. Participants will examine how language shapes classroom interactions, student identities, and subject-specific learning, while also considering the benefits of multilingualism and the challenges of linguistic diversity.

Through a combination of theoretical frameworks, such as Bronfenbrenner’s ecological systems theory and the continua of multiliteracy, and practical approaches like translanguaging pedagogy, the course equips educators with strategies to create inclusive, linguistically responsive classrooms. Key topics include a historical review of the evolution of language ideologies, linguistic landscapes of classrooms, collaboration with parents and primary caregivers, culturally responsive teaching, and the integration of students’ linguistic and cultural resources into the curriculum.

Participants will engage in hands-on, creative activities to deepen their understanding of course concepts and reflect on their own teaching practices. By the end of the course, participants will be able to design and implement strategies that foster a sense of belonging, participation, and academic success for all learners, regardless of their linguistic backgrounds.

A continuous and combined evaluation will be implemented in the course. Active participation in the sessions, that will be conducted through a continuous documentation of their learning process throughout the semester. In addition, a 2000-word report based on teachers’ practice (e.g., what strategies and practices they used from the course to include multilingual students to participate in a classroom activity) will be expected. All details on the mandatory activities will be given in the first session and can be found as well in the course syllabus (please refer to the course’s moodle).

Bibliography:

• Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233–262. doi: 10.1037/bul0000099
  Bronfenbrenner, U. (1994). Ecological models of human development. In International 


• Encyclopedia of Education, Vol. 3, 2nd. Ed. Elsevier. Reprinted in: Gauvain, M. Cole, M. (Eds.), Readings on the development of children, 2nd Ed. (1993, pp. 37-43). Freeman.


• Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-240. 


• García, O., Wei, L. (2014). Language, bilingualism and education. In Translanguaging: Language, bilingualism and education (pp. 46–62). Palgrave Macmillan.


• García, O., Johnson, S. I., Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.


• Hornberger, N. H. (2003). Continua of biliteracy. An ecological framework for educational policy, research, and practice in multilingual settings. Multilingual Matters.


• Spolsky, B. (2004). Language policy. Cambridge University Press.
  

• Course title: Didactics and Pedagogies of Digital Educational Processes
• Number of ECTS: 4
• Course code: MScE_D-10
• Module(s): Theories
• Language: DE, EN
• Mandatory: Yes

• Define and apply empirical models to teaching and learning situations (SAMR, TPACK, UTAUT, ICAP)


• Define multimedia design theories (cognitive load theory and cognitive theory of multimedia learning) and apply them to teaching and learning situations


• Compare and evaluate teaching and learning situations in light of the models and theories covered in class
  

The course aims to study models and theories that enable understanding of the integration of digital tools into teaching and learning situations, their uses, effects, and limitations. The course will be a mix of lectures, group work, analysis of scientific papers, and analysis of teaching and learning situations.

  Continuous evaluation: learning diary

Final exam during exam session: written exam

Bibliography:

Bray, A., Devitt, A., Banks, J., Sanchez Fuentes, S., Sandoval, M., Riviou, K., Byrne, D., Flood, M., Reale, J., Terrenzio, S. (2024). What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. British Journal of Educational Technology, 55(1), 113–138. https://doi.org/10.1111/bjet.13328
Chi, M. T. H., Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
Hamilton, E. R., Rosenberg, J. M., Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: A Critical Review and Suggestions for its Use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y
Hilton, J. T. (2016). A Case Study of the Application of SAMR and TPACK for Reflection on Technology Integration into Two Social Studies Classrooms. The Social Studies, 107(2), 68–73. https://doi.org/10.1080/00377996.2015.1124376
Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., del Pozo Cruz, B., Lonsdale, C. (2022). Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis. Review of Educational Research, 92(3), 413–454. https://doi.org/10.3102/00346543211052329
Raffaghelli, J. E., Rodríguez, M. E., Guerrero-Roldán, A.-E., Bañeres, D. (2022). Applying the UTAUT model to explain the students’ acceptance of an early warning system in Higher Education. Computers Education, 182, 104468. https://doi.org/10.1016/j.compedu.2022.104468
Schmid, M., Brianza, E., Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586
Wekerle, C., Daumiller, M., Janke, S., Dickhäuser, O., Dresel, M., Kollar, I. (2024). Putting ICAP to the test: How technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education. Scientific Reports, 14(1), 16295. https://doi.org/10.1038/s41598-024-66069-y
Williams, M. D., Rana, N. P., Dwivedi, Y. K. (2015). The unified theory of acceptance and use of technology (UTAUT): A literature review. Journal of Enterprise Information Management, 28(3), 443–488. https://doi.org/10.1108/JEIM-09-2014-0088

• Course title: Learning Environments, Motivation, and Regulation of Learning
• Number of ECTS: 4
• Course code: MScE_D-11
• Module(s): Theories
• Language: EN, DE
• Mandatory: Yes

The objectives that are to develop in students:
    Familiarize with motivation and regulation of learning
    Command principles and practices of individual learning environments
    Integrate and reflect individual learning environments and digital education

The Learning Environments, Motivation, and Regulation of Learning course aims to provide students with the theoretical and practical tools to build an inclusive learning environment that is responsive to the needs and characteristics of all students. To achieve this aim, the course focuses on six pivotal elements of the environment: physical, linguistic/ communicative, relational, sensory, curricular, and cultural (Forde et al., n.d.). When these elements are contemplated, students can experience greater engagement with their learning (Lee et al., 2025; Severo de Borba et al., 2019). The course will comprise theoretical input with portfolio work regarding students’ own teaching practice. 

Continuous evaluation: Active participation in the sessions, development of all session activities, and portfolios. All details on the mandatory activities will be given in the first session and can be found as well in the course syllabus (please refer to the course’ s moodle).

Bibliography:

• Brinkert, J., Remington, A. (2020). Making sense of the perceptual capacities in autistic and non-autistic adults. Autism, 24(7), 1795–1804. https://doi.org/10.1177/1362361320922640


• Flood, M., Frizzarin, A., Gray-Carlos, M.P. (n.d.). Universal Design for Learning. Retrieved from: https://book.all-means-all.education/ama-2025-en/chapter/universal-design-for-learning/
  


• Forde, D., Carstens, C., Haihambo, C.K., Sivunen, U., O’Neill, C., Galletti, A. (n.d.). Creating a Framework for Inclusive Learning Environment. Retrieved from: https://book.all-means-all.education/ama-2025-en/chapter/inclusive-learning-environments/ 


• Liu, W., Wang, J. Ryan, R. (Eds.). (2016). Building Autonomous Learners: Perspectives from Research and Practice using Self-Determination Theory. Springer. 


• Pozas, M. Schneider, C. (2019). Shedding Light on the Convoluted Terrain of Differentiated Instruction (DI): Proposal of a DI Taxonomy for the Heterogeneous Classroom. Open Education Studies, 1(1), 73-90. https://doi.org/10.1515/edu-2019-0005


• Shaughnessy, T.J.O., February, P., Blanckensee, S. (n.d.). Accessibility of Media and Materials. Retrieved from: https://book.all-means-all.education/ama-2025-en/chapter/accessible-of-media-and-materials/ 


• Snikkers, S., Mayo, A., Minnaert, A. (2025). Giftedness in the picture: what do teachers believe is needed for gifted students to become and maintain engaged for learning at school? Forum for Education Studies, 3(2). https://doi.org/10.59400/fes2471 
  

• Course title: Teaching & Support: Intellectual Development
• Number of ECTS: 4
• Course code: MScE_I-10
• Module(s): Applications
• Language: DE, EN, LB
• Mandatory: Yes

• Familiarise wit intellectual development (incl. both extremes)


• Command principles practices of (classroom) interventions


• Develop, analyse reflect examples of intervention
  

The team of lecturers will offer insights into the broad spectrum of intellectual development in inclusive teaching and learning context, covering specific needs in the context of giftedness (Gierczyk & Hornby 2021), complex care needs (Dederich & Schuppener 2024) and interdependency of different needs but also emerging phenomena related to neurodiversity (Cook 2024). 

Given that intellectual development is oftentimes associated with increased improbability of inclusive education, the course will include background on the history of the disability movement and the timeline from total exclusion of children with intellectual disabilities till today and disability studies’ perspectives on inclusion (z.B. Hornby & Kauffman 2024). Additionally, future-oriented questions of furthering inclusion, such as digital tools, will be discussed. 

Practitioners will add perspectives on current states of the art of teaching and learning to shed lights on questions related to working with parents, navigating resource restraints and challenges related to complex needs. 

The course is embedded in a broad understanding of inclusion, referencing intersections to other dimensions of diversity.  

Continuous evaluation, details will be elaborated at the beginning of the course.

Bibliography:

• Cook, A. (2024). Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article. Journal of Research in Special Educational Needs, 24(3), 627-636.

• Dederich, M., Schuppener, S. (2024). Ambivalente Emotionen im Kontext von Inklusion und (Geistiger) Behinderung (p. 200). Verlag Julius Klinkhardt.

• Gierczyk, M., Hornby, G. (2021). Twice-exceptional students: Review of implications for special and inclusive education. Education Sciences, 11(2), 85.

• Greenstein, A. (2015). Radical inclusive education: Disability, teaching and struggles for liberation. Routledge.

• Hornby, G., Kauffman, J. M. (2024). Inclusive education, intellectual disabilities and the demise of full inclusion. Journal of Intelligence, 12(2), 20.

• Schuppener, S., Schlichting, H., Goldbach, A., Hauser, M. (2021). Pädagogik bei zugeschriebener geistiger Behinderung. Kohlhammer Verlag.
  

• Course title: Diagnostics and Assessment
• Number of ECTS: 4
• Course code: MScE_I-9
• Module(s): Theories
• Language: LB, EN, DE
• Mandatory: Yes

• Become familiar with diagnostics fair assessment in special educational needs


• Develop assessment literacy to grasp test reports results


• Be able to critically reflect on the role of language(s) in a multilingual context
  

Different types of tests have different purposes and vary in their level of granularity. In this course, students will explore a range of assessment types – including screeners, diagnostic tests, large-scale standardized tests, and observation tools – and their specific aims. We will examine how each of these assessments can contribute to understanding a learner’s profile.

The course will also address key considerations for administering or interpreting tests, as well as the factors that may influence test results, particularly within multilingual school populations.

In this context students will become familiar with assessment tools currently in use in the Luxembourgish school context.

By the end of the course, students will be able to critically compare different types of assessment, understand their advantages and disadvantages, and evaluate their suitability in relation to the educational or diagnostic purposes.

Portfolio to prepare throughout the semester.

Bibliography:

• Focus on Vol 3. “Testing and assessment in school psychology and education as reference”:
  Geisinger, K. F., American Psychological Association. (2013). APA handbook of testing and assessment in psychology. American Psychological Association.

• Extracts of: 
  Ugen, S., Schiltz, C., Fischbach, A., Pit-Ten Cate, I. (Eds.). (2021). Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen. Esch-sur-Alzette, Luxembourg: Melusina Press. doi:10.26298/bw1j-9202
  Other relevant textbooks and scientific articles will be communicated
  

• Course title: Personalised Instruction and Creation of Individual Learning Plans
• Number of ECTS: 4
• Course code: MScE_I-8
• Module(s): Theories
• Language: DE, LB
• Mandatory: Yes

• Command principles practices of personalised instruction


• Command principles practices of individual learning plans


• Analyse reflect ( develop) examples of individual learning plans
  

This course will offer opportunities to discuss challenges associated with the provision of personalized learning in diverse classroom settings. Methods and approaches will be critically assessed against the background of inclusive pedagogy (Pozas et al. 2020). 

It will provide insights into general ideas of the interrelatedness of individual learning and planning. Together we will assess challenges to standardized planning and discuss international examples of alternative planning (z.B. Adler & Georgi-Tscherry 2018, Hollenweger 2022).

 
The current Luxembourgish practices will be discussed using first – hand experiences of the students and throughout critical case-work plus creative methods to understand multi-stakeholder involvement and perspectives, such as parents, colleagues etc. 

The course is embedded in a broad understanding of inclusion, referencing intersections to other dimensions of diversity. Individualized learning and planning tools will thus not only be discussed in the context of disability but also – among others – children with (forced) migration experiences (Dryden-Peterson et al. 2018). 

Continuous evaluation, details will be elaborated at the beginning of the course.

Bibliography:

• Adler, J., Georgi-Tscherry, P. (2018). «Als ob man die Rollläden hochzieht und draussen scheint die Sonne»: Persönliche Zukunftsplanung (PZP) und ihr Beitrag zur Veränderung im Leben von Menschen mit Beeinträchtigung. Schweizerische Zeitschrift für Heilpädagogik, 24(7-8), 20-27.


• Booth Ainscow (2011): Index for Inclusion, CSIE.


• Dryden-Peterson, S., Adelman, E., Alvarado, S., Anderson, K., Bellino, M., Brooks, R., Suzuki, E. (2018). Inclusion of refugees in national education systems. UNESDOC Digital Library.


• Gouvernement du Luxembourg. (2018). Loi du 20 juillet 2018 portant création de centres de compétences en psycho-pédagogie spécialisée en faveur de l’inclusion scolaire, Mémorial A, 2018, No. 664


• Heimlich, U. (2019): Individuelle Lernpläne in der inklusiven Schule. Beltz.
  Hennemann, T., Hillenbrand, C. (EDS.) (2022): Förderplanung im inklusiven Unterricht. Springer VS.


• Hinz, A. (2021): Inklusive Didaktik – ein Praxisbuch. Klinkhardt.


• Hollenweger, J. (2022). Schulische Standortgespräche–Eine Anwendung der ICF im Kontext Schule. Sonderpädagogische Förderung 4/2021.


• Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg (Uni.lu) Service de Coordination de la Recherche et de l‘Innovation pédagogiques et technologiques (SCRIPT) (ED). (2024). Nationaler Bildungsbericht Luxemburg. https://bildungsbericht.lu 


• Observatoire national de l’enfance, de la jeunesse et de la qualité scolaire. (2023). Rapport thématique partie A : La situation des élèves à besoins spécifiques en inclusion au Luxembourg. Walferdange : Observatoire national de l’enfance, de la jeunesse et de la qualité scolaire.


• Pozas, M., Letzel, V., Schneider, C. (2020). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217-230.
  

• Course title: Developing Students and Parents: School Counselling and Coaching
• Number of ECTS: 4
• Course code: MScE_G-10
• Module(s): Applications
• Language: DE, EN
• Mandatory: Yes

    Command principles practices of school counselling
    Command principles practices of coaching (parents)
    Develop mediation conflict mgt. skills (incl. roleplay)

In diesem Seminar, welches Theorie und Praxis eng verknüpft, beschäftigen Sie sich mit theoretischen Beratungskonzepten und erlernen konkrete Beratungstechniken. 
Dieses Seminar besteht aus drei Blöcken. Im ersten Block steht die Auseinandersetzung mit theoretischen Beratungskonzepten sowie mit konkreten Beratungsstrategien im Mittelpunkt. Die Theorie wird mit praktischen Übungen vertieft: Sie werden u. a. Formen des aktiven Zuhörens erlernen und aktiv einsetzen und Ihre Reaktionstendenz in der Gesprächsführung in Form von Selbsttests ausarbeiten und reflektieren. 
In zweiten Block werden Sie selbst – auf Basis der erschlossenen Theorie – ein Beratungsgespräch führen (aufzeichnen und transkribieren). 
Im dritten Block werden Sie Ihre Beratungsgespräche im Seminarkontext vorstellen und wir werden diese ausführlich theoriegeleitet evaluieren. 

Take-home assignment

Bibliography:

Porsch, R. (2018). Der Übergang von der Grundschule auf weiterführende Schulen. Grundlagen für die Lehrerausbildung, Fortbildung und Praxis. Waxmann: Münster/New York.

• Course title: Innovation and Transformation in Educational Organisations
• Number of ECTS: 4
• Course code: MScE_G-8
• Module(s): Theories
• Language: LB, DE, FR
• Mandatory: Yes

• Investigate educational transformation from multiple perspectives, i.e. micro-meso-macro levels, internal-external views, through cross-cultural and multi-disciplinary lenses.


• Reflect innovation in Luxembourg education system and imagine possible futures


• Examine approaches to initiate transformation and develop learning eco-systems 


• Design, plan, and carry out a context-sensitive, naturalistic inquiry on a significant educational transformation from academic and/or professional practice.
  

This course explores the evolving landscape of educational innovation in response to the challenges of a rapidly changing world. Participants will engage in critical discussions on the nature and purpose of innovation in education, assess current practices, and identify fields that might boost transformative change. 
Through the analysis of strategic frameworks and real-world cases, the course offers practical approaches for developing innovation into schools and educational systems.

Key questions are:

• What constitutes innovative education?
• How can innovation in education be effectively implemented?
• What future-oriented educational models are needed to respond to societal and technological shifts?

Emphasis is placed on understanding how to scale and sustain innovation-based transformations effectively and why innovations sometimes fall short.
Participants will be encouraged to rethink traditional learning ecosystems and consider future-oriented scenarios for the teaching profession. 
By the end of the course, participants will be equipped with the insights and approaches to initiate transformations in education.

10% Course participation 
40% Video reflections on personal experiences regarding innovation and change
50% Group inquiry on an educational course topic

Bibliography:

• Engeström, Y., Sannino, A. (2021). From mediated actions to heterogenous coalitions: four generations of activity-theoretical studies of work and learning.  Mind, Culture, and Activity, 28(1), pp. 4-23. 


• OECD (2017). The OECD Handbook for Innovative Learning Environments. OECD, Publishing, Paris.


• Senge, P.M. (1990). The fifth discipline: the art and practice of the learning organization. New York: Doubleday Currency.
  

• Course title: Quality Assurance and Development in Educational Systems
• Number of ECTS: 4
• Course code: MScE_G-9
• Module(s): Theories
• Language: DE
• Mandatory: Yes

• Familiarise w. quality assurance dev. in edu. systems


• Command principles practices of QAD in edu. org.


• Develop assess. lit. for monitoring reports results

Mit einer stärkeren Ausrichtung an den Ergebnissen von Bildungsprozessen und einer Verlagerung der Verantwortung für die Qualitätssicherung und -entwicklung auf die Einzelschule sind eine datengestützte bzw. evidenzbasierte Schulentwicklung sowie Unterstützungssysteme für Schulen verstärkt in den Blick gerückt.

In unterschiedlichen Arbeitsformen werden im Seminar sowohl theoretische Konzepte als auch empirische Befunde in Bezug auf die schulische Qualitätssicherung und Qualitätsentwicklung erarbeitet. Die Lehrveranstaltung soll ebenso dazu anregen, das eigene Handeln zu reflektieren und Möglichkeiten sowie Grenzen einer (evidenzbasierten) Qualitätsentwicklung im Bildungssystem kritisch zu hinterfragen.

Im Seminar werden daher u. a. folgende Fragestellungen behandelt:

• Welche Daten und Unterstützungssysteme stehen Schulen bzw. schulischen Akteur*innen zur Verfügung?
  
• Wie sollen diese Daten und Unterstützungssysteme (idealtypisch) zur Qualitätsverbesserung beitragen?
  
• Wie sind die Chancen und Grenzen verschiedener Informationsquellen und Instrumente einzuschätzen?
  
• Welche Erkenntnisse aus der nationalen und internationalen Forschung liegen bezüglich der Rezeption, Nutzung und Wirksamkeit von unterschiedlichen
• Datenquellen und Unterstützungssystemen vor?
  
• Wie können Sie Daten und Unterstützungssysteme in Ihrer (späteren) Tätigkeit nutzen?

Nach dem Absolvieren der Veranstaltung sollen die Studierenden

• ein Verständnis von datengestützter/evidenzbasierter Schulentwicklung etabliert haben und die hiermit verbundenen Chancen und Herausforderungen reflektieren,
  
• unterschiedliche Datenquellen und Unterstützungssysteme kennen sowie ihre Charakteristika, Vor- und Nachteile darstellen und kritisch einordnen können,
  
• theoretische Modelle wie auch empirische Befunde in Bezug auf eine datengestützte Schulentwicklung kennen und diese kritisch einordnen können sowie
  
• ihre eigenen Einstellungen und Kompetenzen in Bezug auf eine datengestützte Schulentwicklung reflektieren können.
  

Course participation (30 %)
Take-home assignment (70 %)

Bibliography:

Webs, T. Manitius, V. (Hrsg.) (2021). Unterstützungssysteme für Schulen. Konzepte, Befunde und Perspektiven. Bielefeld: wbv.

Weitere Literatur wird im Seminar bekanntgegeben.

• Course title: Teaching & Learning: Formative Assessment and Reciprocal Feedback
• Number of ECTS: 4
• Course code: MScE_D-13
• Module(s): Applications
• Language: EN, DE
• Mandatory: Yes

The objectives that are to develop in students:
    Command principles and practices of formative assessment
    Command principles and practices of reciprocal feedback
    Develop, analyze and reflect ex. in (and across) subjects

Formative assessment is a central element of effective teaching and learning, particularly in Luxembourg’s multilingual, multicultural, and competency-based primary education system. This course provides an intensive, practice-based introduction to formative assessment and feedback strategies that promote learning, fairness, equity, and student autonomy. Through workshop-oriented sessions, students design assessment tools, test them in their own classrooms, analyze authentic student work, and reflect on their professional practice. The course emphasizes hands-on learning, collaborative design, and evidence-based decision-making.

Assessment uses a combined approach.

Bibliography:

• Antoniou, P., James, M. (2014). Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies. Educational Assessment, Evaluation and Accountability.  26, 153–176. https://doi.org/10.1007/s11092-013-9188-4

• Aust, L., Schütze, B., Hochweber, J. et al. (2024). Effects of formative assessment on intrinsic motivation in primary school mathematics instruction. Eur J Psychol Educ 39, 2177–2200 (2024). https://doi.org/10.1007/s10212-023-00768-4 

• Goertzen, R., Schils, T., Heeneman, S. (2023). Co-designing formative assessment practices: A collaboration between elementary school teachers and researchers to conceptualize and implement formative assessment as a unified practice. Teaching and Teacher Education. DOI: 10.1016/j.tate.2023.104306

• Grob, R., Holmeier, M. Labudde, P. (2019). Analysing formal formative assessment activities in the context of inquiry at primary and upper secondary school in Switzerland, International Journal of Science Education, DOI: 10.1080/09500693.2019.1663453

• Sadler, I., Reimann, N., Sambell, K. (2023) Feedforward practices: a systematic review of the literature, Assessment Evaluation in Higher Education, 48:3, 305-320, DOI: 10.1080/02602938.2022.2073434 

• See, B. H., Gorard, S., Lu, B., Dong, L., Siddiqui, N. (2022). Is technology always helpful? A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education, 37(6), 1064–1096. https://doi.org/10.1080/02671522.2021.1907778

• Van der Steen, J., van Schilt-Mol, T., van der Vleuten, C. et al. (2023). Designing Formative Assessment That Improves Teaching and Learning: What Can Be Learned from the Design Stories of Experienced Teachers? Journal of Formative Design in Learning.  7(0), 182–194. https://doi.org/10.1007/s41686-023-00080-w
  

• Course title: Teaching & Learning: Soft and Transversal Skills
• Number of ECTS: 4
• Course code: MScE_D-14
• Module(s): Applications
• Language: DE, EN
• Mandatory: Yes

Ziele, die bei den Studierenden entwickelt werden sollen:
    Kennenlernen von Soft- und Transversal Skills (einschließlich Lernkompetenzen)
    Anwenden von Prinzipien und Methoden zur Entwicklung von Soft- und Transversale Skills
    Entwickeln, Analysieren und Reflektieren von Beispielen aus dem Unterricht (fachspezifisch und fächerübergreifend)

Der Kurs Teaching & Learning: Soft and Transversal Skills verfolgt einen wissenschaftlich fundierten und praxisnahen Ansatz, der die Studierenden dabei unterstützt, Soft und Transversal Skills gezielt in Unterricht und Lehrpraxis zu integrieren. Sie lernen, diese Kompetenzen zu definieren, zu beobachten und zu messen sowie Unterrichtsbeispiele fachspezifisch und fächerübergreifend zu entwickeln, durchzuführen und kritisch zu reflektieren.
Zu Beginn werden zentrale Konzepte von Soft und Transversal Skills, einschließlich Lernkompetenzen, vermittelt. Dabei dienen die im OECD Learning Compass 2030 beschriebenen Kompetenzen wie transformative Kompetenzen, Wissen, Fertigkeiten, Einstellungen, Werte und Teacher Agency als Orientierung. Der Kurs kombiniert theoretische Inputs mit praxisnahen Methoden, Gruppenarbeiten, Micro Teaching und Reflexionsphasen, sodass die Studierenden die erlernten Kompetenzen direkt in ihrer Lehrpraxis erproben und ihre professionelle Handlungskompetenz weiterentwickeln können.
Thematische Schwerpunkte sind u. a. die Bewertung von Soft und Transversal Skills, deren Entwicklung über Jahrgangsstufen und ihre Bedeutung im Berufsfeld der Lehrenden. Die Studierenden erstellen zudem eine kurze Beobachtungs- und Bewertungsskala für die Kompetenzen. Im Verlauf des Kurses planen und führen sie in Kleingruppen eigene Micro Teaching Sessions zu ausgewählten Soft und Transversal Skills durch. Diese Einheiten bieten die Möglichkeit, die Kompetenzen praxisnah zu erproben, Feedback zu erhalten und die Umsetzung anschließend schriftlich zu reflektieren.
Am Ende des Kurses wird erwartet, dass die Studierenden (a) die theoretischen und praktischen Grundlagen von Soft und Transversal Skills verstanden haben, (b) in der Lage sind, Unterrichtsaktivitäten zur Förderung dieser Kompetenzen zu planen und umzusetzen, (c) ihre eigene Lehrpraxis kritisch reflektieren und (d) die Entwicklung von Soft und Transversal Skills in authentischen Unterrichtssituationen beobachten und bewerten können.

Die kontinuierliche Bewertung umfasst die aktive Teilnahme an den Sitzungen sowie die Planung und Durchführung eines Micro Teachings. Die abschließende Prüfungsleistung besteht aus einer Hausarbeit, in der die Unterrichtsstunde reflektiert und in wissenschaftliche Erkenntnisse zu Soft und transversalen Skills eingebettet wird. Alle Details zu den Kursaufgaben werden in der ersten Sitzung erläutert und sind außerdem im Kurs-Syllabus bzw. auf Moodle zu finden.

Lektüre:

•  Gratani, F., Giannandrea, L. (2022). Towards 2030: Enhancing 21st century skills through educational robotics. Frontiers in Education, 7, Article 955285. https://doi.org/10.3389/feduc.2022.955285 

• OECD. (2019). OECD Lernkompass 2030: Rahmenkonzept des Lernens (J. Muuß-Meerholz, Übers.). https://www.bertelsmann-stiftung.de/de/publikationen/publikation/did/oecd-lernkompass-2030-al

• OECD (2025). OECD Teaching Compass: Reimagining teachers as agents of curriculum changes (OECD Education Policy Perspectives, No. 123).
  OECD Publishing. https://doi.org/10.1787/8297a24a-en
  

• Course title: Principles and Process of Curriculum Design and Development
• Number of ECTS: 4
• Course code: MScE_D-18
• Module(s): Theories
• Language: DE, EN
• Mandatory: Yes

The objectives that are to develop in students:

• Command principles and practices of curriculum design and development.
  


• Compare international perspectives and trends in curriculum design. 


• Critically reflect on curriculum implementation in Luxembourg.
  

This course introduces key principles, models, and processes of curriculum design and development, with a focus on practical application in Luxembourgish primary education. Students explore international curriculum trends, analyze implementation challenges, and apply curriculum theory to design a competency-based micro-unit aligned with the new Luxembourg Plan d’Études currently under development. Throughout the semester, students work in groups to mirror elements of the national reform process, including consultation, iterative design, and alignment with policy pillars.

Assessment in this course is organized as continuous assessment and is based on four interconnected tasks that accompany students’ learning throughout the semester. The four tasks are: a micro-unit design, a policy memo, group presentation and an individual reflective essay.

Bibliography:

• Anderson, L. W. and Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn Bacon. Boston, MA (Pearson Education Group)

• Bloom, B. S., Krathwohl, D. R. (1956). Taxonomy of educational objectives; the classification of educational goals by a committee of college and university examiners. Handbook I: Cognitive Domain. New York, NY; Longmans, Green.

• Connelly, F. M., He, M. F., Phillion, J. (2008). The SAGE handbook of curriculum and instruction. SAGE Publications, Inc., https://doi.org/10.4135/9781412976572

• Lenz, T., Rohstock, A., Schreiber, C. (2013). Tomorrow never dies: A socio-historical analysis of the Luxembourgish curriculum. In International handbook of curriculum research (pp. 315-328). Routledge.

• Ministère de l’Éducation nationale et de la Formation professionnelle. (2019). Plan d’Études École Fondamentale.

• OECD (2020), Curriculum overload: A way forward, OECD Publishing, Paris, https://doi.org/10.1787/3081ceca-en

• OECD. (2020). Curriculum (re) design: A series of thematic reports from the OECD education 2030 project. Overview brochure.

• OECD (2020). What students learn matters: Towards a 21st century curriculum, OECD Publishing Paris, https://doi.org/10.1787/d86d4d9a-en.

• OECD (2019), OECD Future of Education 2030. Making physical education dynamic and inclusive for 2030. International curriculum analysis. OECD Publishing, Paris, https://www.oecd.org/education/2030-project/contact/ oecd_future_of_education_2030_making_physical_ dynamic_and_inclusive_for_2030.pdf.

• Wyse, D., Hayward, L., Pandya, J. (2016). The SAGE Handbook of curriculum, Pedagogy and Assessment. (Vols. 1-2). SAGE Publications Ltd, https://doi.org/10.4135/9781473921405
  

• Course title: Teaching & Support: (Differential) Disability Situations
• Number of ECTS: 4
• Course code: MScE_I-6
• Module(s): Applications
• Language: DE, EN, FR
• Mandatory: Yes

    Familiarise yourself with (differential) disability situations
    Command principles practices of (classroom) intervention
    Develop, analyse reflect examples of intervention

Building on and synthesizing the theories introduced throughout the master’s program – such as disability, ableism, intersectionality, equity, and heterogeneity – this course focuses on understanding the complex and often colliding needs involved in realizing inclusive education. Students will critically examine how these dynamics affect each and influence everyday classroom practices and decision-making.
The course addresses multiple layers shaping inclusion (along the macro-, meso- and specifically effects on the micro-sphere of classroom practice): administrative frameworks, resource allocation and (over-)provision, parental involvement (e.g., Kern, 2023), teacher attitudes and retention (e.g., Krischler & Pit-ten Cate, 2020), collaborative practices (linked to the parallel application course), and pedagogical “one-way streets” that hinder flexibility.
Jointly delivered by experts from theory and practice, the course enables students to embed their professional experiences within and against theoretical inclusion frameworks, benchmarks, and peer perspectives. Through peer-guided discussions and reflective exercises and case work, participants will familiarize themselves with differential disability situations, command principles and practices of classroom intervention, and develop, analyze, and critically reflect examples of intervention.
Tools will be introduced to assess the complexity and interrelatedness of classroom dynamics, supporting mastery of procedures for designing inclusive interventions and fostering sustainable collaboration (Woodcock & Hardy, 2025). 

Ongoing assessment along at least two assignments (details will be presented at the beginning of the term). 

Bibliography:

• Kern, A. (2023). Who is in and who is out: parents’ views on barriers to learning. International Journal of Inclusive Education, 27(3), 319–336. https://doi.org/10.1080/13603116.2020.1853254

• Krischler, M., Pit-ten Cate, I. M. (2020). Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs. International Journal of Inclusive Education, 24(6), 597–615. https://doi.org/10.1080/13603116.2018.1474954 

•  Woodcock, S., Hardy, I. (2025). Teacher self efficacy, inclusion and professional development practices: Cultivating a learning environment for all. Professional Development in Education, 51(5), 890–904. https://doi.org/10.1080/19415257.2023.2267058
  

• Course title: Teaching & Support: Learning Difficulties in Language and Mathematics
• Number of ECTS: 4
• Course code: MScE_I-5
• Module(s): Applications
• Language: LB, FR, DE
• Mandatory: Yes

The objectives that are to develop in students:
    Familiarise with learning difficulties in language mathematics
    Command principles practices of (classroom) interventions
    Develop, analyse reflect examples of intervention

This course explores difficulties and challenges in learning in language and mathematics. The course distinguishes between temporary difficulties and specific disorders such as dyslexia, dysorthographia, and dyscalculia against the background of different education settings. It addresses the cognitive, emotional, and environmental factors that influence the acquisition of academic skills in the specific context of learning languages and maths. Students will learn to identify early signs of difficulties, analyse pupils’ needs and design appropriate differentiated teaching activities and understand how difficulties might affect each other. 
The course presents teaching and intervention strategies in reading, writing and mathematics, based on theoretical approaches and data. Case studies from the Luxembourgish school context and successful international practice will be used to explore, contents presented. 
Finally, the course encourages critical reflection within the inclusive narrative, one’s own practice and the development of an empathetic and supportive attitude towards students with difficulties. 
Main aims include: 
    Identify and understand difficulties in learning in language and mathematics.
    Analyse the cognitive, emotional and environmental factors that influence these difficulties.
    Design and adapt differentiated teaching activities for students with difficulties.
    Use diagnostic and formative assessment tools to monitor progress.
    Develop a caring and supportive attitude towards students and collaborate with professionals and families.
    Reflect critically on one’s practice and adjust teaching strategies accordingly.

Continuous assessment via 2 assignments 

Bibliography:

Berg, M., Sallat, S., Ullrich, S., Werner, B. (2016). Inklusiver Mathematikunterricht als sprach-und kommunikationssensibler Fachunterricht. Empirische Befunde und konzeptionelle Überlegungen. Sprache und Inklusion als Chance, 255-268.
Powell, Sarah Doabler, Christian. (2019). A Synthesis of Elementary Mathematics Interventions: Comparisons of Students with Mathematics Difficulty with and without Comorbid Reading Difficulty. Journal of Learning Disabilities. 10.1177/0022219419881.
Stitzinger, U., Sallat, S. (2016). Sprache und Inklusion als Chance?!–Herausforderungen für den Förderschwerpunkt Sprache. 
Subasi Singh, S. S., Keream, M. A., Proyer, M., Forghani-Arani, N., Studener-Kuras, R. (2025). Die Trauma-informierte Schule: Ein Handbuch. Kohlhammer Verlag.

• Course title: Multi-Professional Cooperation in Inclusive Education
• Number of ECTS: 4
• Course code: MScE_I-4
• Module(s): Theories
• Language: DE, LB, EN
• Mandatory: Yes

• Course title: Developing Processes: Project and Change Management
• Number of ECTS: 4
• Course code: MScE_G-6
• Module(s): Applications
• Language: DE
• Mandatory: Yes

Die Studierenden können …

• Grundprinzipien und Methoden des Projektmanagements anwenden.

• zentrale Konzepte des Change Managements beschreiben und auf schulische Kontexte übertragen.

• Entwicklungsprozesse in Bildungsorganisationen analysieren und reflektieren.

• ein eigenes schulisches Projekt konzipieren, planen und kritisch evaluieren.
  

    Grundprinzipien und Praktiken Projektmanagement.
    Grundprinzipien und Praktiken Change Management.
    Entwicklen, anlaysieren und reflektieren von Projekten in Bildungsorganisationen.

Der Kurs „Projekt- und Changemanagement“ behandelt Organisationen als soziale Systeme und die Bedeutung organisationalen Lernens im Rahmen von Schulentwicklungs-prozessen. Dabei werden sowohl typische Widerstände als auch typische Problemlösungsmuster vorgestellt und analysiert.
Es werden positive und negative Einflussfaktoren auf Schulentwicklungsprozesse erläutert sowie die Rolle und Aufgaben der Schulleitung in Veränderungsvorhaben dargestellt.
Die Teilnehmenden erwerben grundlegende Kenntnisse des Projektmanagements und planen ein eigenes schulisches Projekt. Dazu gehören u. a. Prinzipien des Zeit- und Konfliktmanagements.
Hindernisse in Projekten – insbesondere aus systemtheoretischer und psychologischer Perspektive – werden identifiziert und in Lösungsansätze zur Überwindung von Widerständen überführt.
Im Verlauf des Semesters erstellen die Teilnehmenden ein Portfolio, in dem sie Themen, eigene Arbeiten und Erfahrungen dokumentieren. Es dient zugleich als Leistungsnachweis und wird am Ende des Kurses eingereicht.

Aktive Teilnahme an den Veranstaltungen, Portfolio

Lektüre:

• Arnold/Pätzold (2006): Individuen und Organisationen als Lernende, ZFUW/TU Kaiserslautern

• Buchen (2009): Schulorganistion und Schulmanagement, ZFUW/TU Kaiserslautern, 1. Aktualisierte Auflage

• Doppler/Lauterburg (2014): Change Management – Den Unterneh-menswandel gestalten, Frankfurt: Campus, 13. Auflage

• Horster (2006): Organisationsmanagement und Qualitätsmanagement, ZFUW/TU Kaiserslautern

• Kantenberg/Speidel (2017): Change-Management an Schulen – erfolgreich führen in Veränderungsprozessen, Köln: Carl Link

• Kotter/Rathgeber (2011): Das Pinguin-Prinzip – Wie Veränderung zum Erfolg führt, München: Droemer-Knaur HC

• Rolff (2008): Konzepte und Verfahren der Schulentwicklung, DISC/TU Kaiserlautern
  


• Schüssler (2008): Lernkulturwandel II und Projektmanagement, DISC/TU Kaiserslautern

• Senge (2005): Die fünfte Disziplin – Kunst und Praxis der lernenden Organisation, Stuttgart: Schäffer/Poeschel, 11. Auflage

• Scharmer (2013): Theorie U- Von der Zukunft her führen – Presencing als soziale Technik, Carl Auer, 3. Auflage
  

• Course title: Developing Professionals: Team Management and Development
• Number of ECTS: 4
• Course code: MScE_G-5
• Module(s): Applications
• Language: LB, DE, FR
• Mandatory: Yes

By the end of this course participants will:
–    Understand the stages of team development
–    Be able to analyse the interactions between the roles people play within a team
–    Be aware of the flexibility teams need to face challenges they meet
–    acknowledge management styles to lead a team
–    be informed about ways to deal with conflicts within a team
–    Have devised an action plan to develop teams they take charge of

In today’s dynamic and uncertain work environment, building adaptable, collaborative, and innovative teams has become a critical capability. Teams are increasingly confronted with situations where outcomes are unpredictable and decisions carry significant consequences, or in other words, with situations marked by volatility, uncertainty, complexity, and ambiguity (VUCA). To respond effectively, they must get able to adjust ways of working as conditions evolve.
Rather than offering generic “change management” frameworks, the course focuses on co‑designing context‑specific approaches tailored to the realities of educational organisations. Participants will explore how teams learn, adapt, and perform under changing conditions, with a particular emphasis on enhancing learning velocity and responsiveness.

Moving beyond conceptual models of team functioning, the course adopts a highly practical orientation. Participants will develop concrete action plans to guide, supervise, and support team development in their own organisational settings. By the end of the course, learners will be equipped with tools and approaches to guide teams effectively through ongoing change while fostering adaptability, collaboration, and innovation.

–    10% Course participation 
–    20% Video reflections on personal experiences regarding team development
–    70% Group work: develop an action plan to guide team development

Bibliography:

–    Daniels, E., Hondeghem, A., Dochy, F. (2019).  A   review   of on leadership and   leadership development in educational settings. Educational research review, 27, 110-125 

–    Neumann-Wirsig, H. (Hrsg.) (2016). Supervision – eine Beschreibung (S.12-18). In: Lösungsorientierte Supervisions-Tools. 5. Auflage 2023. Manager Seminare Verlags GmbH. Bonn.

–    Neumann-Wirsig, H. (Hrsg.) (2016). Beratungsansätze und Supervisionskonzepte (S.19-30). In: Lösungsorientierte Supervisions-Tools. 5. Auflage 2023. Manager Seminare Verlags GmbH. Bonn.

• Course title: Professionalisation and (Inter-Institutional) Collaboration in Educational Systems
• Number of ECTS: 4
• Course code: MScE_G-4
• Module(s): Theories
• Language: DE
• Mandatory: Yes

    zentrale Prinzipien und Praktiken (inter-)institutioneller Zusammenarbeit kennenlernen und anwenden,
    internationale Perspektiven und aktuelle Entwicklungen zur Professionalisierung im Bildungsbereich vergleichen,
    Luxemburg im internationalen Kontext verorten und kritisch reflektieren

Im Seminar werden theoretische Grundlagen, empirische Befunde und praxisrelevante Modelle professionellen Handelns und (inter‑)institutioneller Kooperation in Bildungssystemen erarbeitet. Im Zentrum steht die Analyse zentraler Prinzipien und Praktiken kooperativer Zusammenarbeit innerhalb von und zwischen Bildungsorganisationen sowie deren Bedeutung für Steuerung, Qualitätsentwicklung und Innovation. Auf Basis internationaler Forschungsliteratur vergleichen die Teilnehmenden unterschiedliche Professionalisierungsansätze, Governance-Modelle und aktuelle Entwicklungen im Bildungsbereich. Ein Schwerpunkt liegt auf der Verortung Luxemburgs im internationalen Vergleich: Die Studierenden reflektieren kritisch strukturelle Besonderheiten, institutionelle Arrangements und professionsbezogene Dynamiken des luxemburgischen Bildungssystems und diskutieren deren Implikationen für Kooperation und Professionalisierung.

Durch die Verbindung theoretischer Perspektiven, empirischer Befunde, internationaler Vergleiche und fallbasierter Analysen erwerben die Teilnehmenden ein vertieftes Verständnis für Bedingungen, Herausforderungen und Gestaltungsmöglichkeiten professioneller Zusammenarbeit in Bildungslandschaften.

Literatur wird im Seminar bekanntgegeben.

Course participation (30 %)
Take-home assignment (70 %)