Conference Agenda
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Please note that all times are shown in the time zone of the conference. The current conference time is: 19th Aug 2026, 21:29:41 EET
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Daily Overview |
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21 SES 06 A: Reflecting on Relationships as an Educational Process
Research Workshop | ||
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21. Education and Psychoanalysis
Research Workshop Reflecting on Relationships as an Educational Process University of Applied Sciences Vienna (HCW), Austria Presenting Author:The University of Applied Sciences Campus Vienna offers a bachelor's degree program in Early Childhood Education and Care, which qualifies students to work in early childhood institutions.The program is offered as a dual program, combining academic studies at the university with practical training in early childhood education and care institutions (Lehner & Lehner, in press; Hochschule Campus Wien, 2026). A specific feature of the curricula is their orientation towards psychoanalytic theories of development, relationship theories, and organizational theories. This means that many courses focus on the inner experiences of the people involved and the relationships between them (Datler & Wininger, 2018; Salzberger-Wittenberg, 2002). One method of exploring one's own inner experiences and interpersonal relationships is work discussion according to the Tavistock Model (Bradley & Rustin, 2007). Students write detailed descriptive accounts on their own professional practice in the early childhood education and care institutions, which are subsequently discussed in class (Lehner & Lehner, in press; Hover-Reisner et al., 2018). The workshop will provide participants with insight into this pedagogical approach by introducing the method of work discussion and jointly examining a work discussion account (Lehner & Lehner, in press). We assume that reflection on relationships and inner experiences plays a significant role in students’ learning by stimulating learning, supporting reflective capacities, and enhancing their practical repertoire (Lehner & Lehner, in press). Methodology, Methods, Research Instruments or Sources Used In the workshop, a student's work discussion account will be presented and discussed with the participants to explore how inner experiences influence relationships between individuals, stimulate reflection, and what learning outcomes may emerge (Hover-Reisner, Fürstaller, & Wininger, 2018; Lehner, 2019). The guiding question is how the actions of the individuals involved can be understood, which emotions may have guided their behavior, and how these actions influence the relationships between individuals (Hover-Reisner et al., 2018; Lehner, 2019). Conclusions, Expected Outcomes or Findings The workshop aims to explore and discuss the learning and developmental processes of students. Learning is understood not merely as the acquisition of knowledge or methodological skills, but as the development of professional attitudes. Central to this is a research-oriented habitus that enables students to engage curiously and reflectively with the inner experiences of children, thereby expanding their perception, reflective capacity, and practical repertoire (Salzberger-Wittenberg, 2002; Hover-Reisner et al., 2018). The workshop will examine which learning processes are possible on this basis, how these can be theoretically justified, and how they connect to the method of Work Discussion (Lehner, 2019). Furthermore, it will be discussed whether the underlying attitude is primarily mentalizing or if additional dimensions, such as a non-knowing stance, are relevant. Finally, ways of documenting, researching, and evaluating these learning and developmental processes in students will be reflected upon (Lehner, 2019). References Bradley, J., & Rustin, M. (2007). Work discussion: Learning from reflective practice in work with children and families. Routledge. Datler, W., & Wininger, M. (2018). Zur Entwicklung von Emotionen unter besonderer Berücksichtigung psychoanalytischer Perspektiven. In M. Huber & S. Krause (Hrsg.), Bildung und Emotion (S. 313–333). Springer VS. Hover-Reisner, N., Fürstaller, M., & Wininger, A. (2018). ‚Holding mind in mind‘: The use of work discussion in facilitating early childcare (kindergarten) teachers‘ capacity to mentalise. Infant Observation, 21(2), S. 98–110. https://doi.org/10.1080/13698036.2018.1539339 Hochschule Campus Wien. (2026, 27. Januar). Bachelorstudium Elementarpädagogik: berufsbegleitend und dual. https://www.hcw.ac.at/studium-weiterbildung/studienangebot/elementarpaedagogik-bachelor-bb Lehner, B. (2019). Work discussion in large groups: on modifying the teaching and learning method for universities of applied sciences in Austria. Infant Observation. International Journal of Infant Observation and Its Applications, 22(3), S. 232–240. https://www.tandfonline.com/doi/full/10.1080/13698036.2019.1566013 Lehner, B., & Lehner, K. (in press). Qualifizierungskonzepte zu elementar- und kindheitsbezogenen Frage- und Themenstellungen an österreichischen Hochschulen für angewandte Wissenschaften (HAW). In N. Hover-Reisner, A. Paschon & W. Smidt (Hrsg.), Elementarpädagogik in Österreich - Entwicklungen und Herausforderungen. (Bd. 15). Waxmann. Salzberger-Wittenberg, I. (2002). Psychoanalytisches Verstehen von Beziehungen: Ein kleinianischer Ansatz. Facultas. | ||