Department of Psychosocial Intervention and Communication Studies Department of Psychosocial Intervention and Communication Studies

Mag. Dr. Kathrin Trunkenpolz Mag. Dr. Kathrin Trunkenpolz

103822

SE Psychoanalytic Reflection of Pedagogical Fields of Action: The Experience of Educators in a Professional Context and its Significance for Practice

SE 2

5

Block

annually

German

- Familiarization with and (probationary) implementation of a specific form of psychoanalytic practice reflection

- Discussion of related theories and concepts

Current studies make it clear that little attention is paid to the emotional and social dimensions of pedagogical action in research (Furenes-Klippen et al., 2023). At the same time, against the background of psychoanalytical-pedagogical traditions of thought, it is argued to what extent feelings that arise in the course of fulfilling pedagogical tasks and their regulation are significant for the shaping of professional relationships (Menzies-Lyth, 1974; Datler, 2004; Sengschmied, 2022). Against this background, the following questions are the focus of the seminar: How do educators experience specific professional situations? What relationship experiences do they have with others in this context? And what significance does this have for the design of their pedagogical practice?

To explore these questions, the seminar will be organized as follows:

First online half-day: Introduction to the topic of the seminar and the method of work discussion as a form of psychoanalytic reflection on practice.

Until the first weekend block, seminar participants will write practice protocols according to this method, in which they describe themselves in pedagogical/psychosocial practice.

During the first weekend block, selected practice protocols of the students are discussed according to the Tavistock work discussion concept (in the sense of psychoanalytically oriented reflection on pedagogical fields of practice). Against this background, selected psychoanalytical theoretical references will be developed - all about the connection between perception, experience and action.

Second online half-day: Introduction to psychoanalytical approaches to understanding organizational dynamic processes and their significance for pedagogical action in organizations

As part of the second weekend block, selected practical protocols of the students will again be worked on and references to the theories and concepts developed so far will be established.

- Reading of selected literature, which will be made available during the seminar

- Writing practice protocols

- Analysis of practice protocols

- Theory input from the course leader

Partial written performance 1: Writing practice protocols

Partial written assignment 2: Written analysis of a practice protocol

Written assignment 3: Theoretical contextualization of the analysis results

Participation in the seminar sessions, in particular the joint analysis of practice protocols

Literature will be announced in the course of the seminar; below are some literature recommendations that deal with the topic of the seminar:

Datler, W. (2004). Pedagogical professionalism and the importance of experience. In B. Hackl & H. Neuweg (eds.). On the professionalization of pedagogical action (pp. 113-130). LIT-Verlag.

Elfer, P. (2024). Talking with feeling in early years. “Work Discussion” as a model of supporting professional reflection and wellbeing. Routledge.

Furenes-Klippen, M., Andresen, A., Mitteide-Lokken, I. & Moser, T. (2023): Norwegian Research on ECEC quality from 2010-2021 - a systematic scoping review. In Education Sciences 13, 1-17. 

Menzies-Lyth, I. (1974): The anxiety defense function of social systems. A case report. In: Group dynamics 5, 183-216 

Rustin, M. & Bradley, J. (eds.) (2008). Work Discussion. Learning from reflective practice in work with children and families. Karnac. 

Sengschmied, I. (2022): “When a memory game ends in a draw ...”. Work Discussion as a special form of practice reflection in the service of training psychoanalytic-pedagogical competencies. In H. Gstach, B. Neudecker & K. Trunkenpolz (eds.). Psychoanalytic pedagogy between theory and practice. Festschrift for Wilfried Datler (pp. 289-311). Springer.

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