22 results
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2. Fremdsprachenlehrerausbildung in Zeiten der Coronapandemie: Microteaching im digitalen Format.
- Author
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Hedžić, Lara
- Subjects
LANGUAGE teachers ,EDUCATION of language teachers ,FOREIGN language education ,TEACHER training ,DIGITAL technology - Abstract
Microteaching as a specific method in foreign language teacher education in which theoretical knowledge is put into practice, offers prospective teachers systematic, small-step and practice-oriented training of teaching behaviour and teaching skills in the form of classical microteaching (practical exercises in small groups of students), or peer teaching (training in small groups of fellow students). Due to the pandemic-related switch to digital teaching formats in university foreign language teacher training, microteaching also had to be moved from the traditional classroom to the digital space and had to face completely new challenges. The paper aims to explore the method of microteaching from a theoretical and empirical perspective and to demonstrate its possibilities and limitations in the digital format, using the example of a microteaching course with students at the Faculty of Philosophy, University of Sarajevo, Bosnia and Herzegovina. Results of a survey among future teachers of German as a foreign language on the effectiveness of microteaching in the digital format in the times of the coronavirus pandemic will be presented. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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3. Diskrepanzen zwischen der institutionell angebotenen Fachsprachendidaktik und den Bedürfnissen der Fachsprachenlehrkräfte. Ein methodischer Ansatz.
- Author
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Kic-Drgas, Joanna, Woźniak, Joanna, Bocanegra-Valle, Ana, John, Peter, and Mertelj, Darja
- Subjects
TEACHER training ,TEACHER education ,POSTSECONDARY education ,EMPLOYEE training ,TEACHER educators - Abstract
Copyright of Linguistische Treffen in Wrocław is the property of Oficyna Wydawnicza ATUT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
4. Berufskommunikative Sprachausbildung in der Outsourcing-Branche in Polen. „Sprachenbarometer Lodz 2021".
- Author
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Stawikowska-Marcinkowska, Agnieszka and Makowski, Jacek
- Subjects
BUSINESS enterprises ,BUSINESS process outsourcing ,TRAINING ,GERMAN philology ,MODERN languages ,LANGUAGE & languages ,TEACHER training ,CONTRACTING out ,GRADUATES ,PHILOLOGY - Abstract
Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
5. Principles and tools of designing effective e-simulators for primary school students
- Author
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Nadiia V. Olefirenko, Vira M. Andriievska, Nataliia O. Ponomarova, Olena O. Gulich, and Lyudmila P. Ostapenko
- Subjects
e-simulators ,primary education ,study skills ,educational technology ,instructional design ,teacher training ,Education - Abstract
This paper examines the use of e-simulators as an effective tool for developing study skills in young learners in primary school. The advantages of e-simulators are discussed, including providing variable and unique tasks, immediate assessment, adjustable difficulty, and elements of competition and gaming. The paper outlines fundamental principles for designing effective educational e-simulators, such as generating interest, providing visual appeal and positive emotional background, encouraging critical thinking, allowing learner control, utilising personal devices, providing assistance and verifying results. Examples of e-simulators created by teachers-in-training using standard software tools like Microsoft Office and specialised design environments are provided. The capabilities of well-designed e-simulators can help ensure successful knowledge and skill acquisition by primary school students. Teachers can use the design principles and tools discussed to create customised e-simulators tailored to the needs of their students and lessons.
- Published
- 2024
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6. Kooperative Formate im Religionsunterricht über das Christentum hinaus.
- Author
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Schweitzer, Friedrich, Boschki, Reinhold, and Ulfat, Fahimah
- Subjects
CHRISTIAN education ,RELIGIOUS ethics ,RELIGIOUS education ,TEACHER collaboration ,RELIGIOUS experience ,EDUCATION ethics ,TEACHER training - Abstract
Copyright of Journal for Religion in Education / Religionspädagogische Beiträge is the property of Arbeitsgemeinschaft Katholische Religionspadagogik & Katechetik (AKRK) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
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7. Weiterbildendes Studium »Deutsch als Zweitsprache und Mehrsprachigkeit« an der Universität Paderborn: Ausgestaltung und Evaluation einer Professionalisierungsmaßnahme im Bereich Inklusion.
- Author
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Berkel-Otto, Lisa, Böttger, Lydia, Fischer, Nele, Vasylyeva, Tetyana, Hammer, Svenja, and Niederhaus, Constanze
- Subjects
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TEACHER development , *TEACHER training , *CAREER development , *DIVERSITY in education , *FIELDWORK (Educational method) - Abstract
One of the aspects of diversity in the context of school and education and therefore a facet of inclusion is migration-related multilingualism. That is the reason why the professionalization of well-qualified teachers in the field of teaching multilingual learners is more important than ever. This article shows if and how satisfied the participating teachers are with the course program. It also indicates how far the competencies and beliefs regarding multilingual learners in the professional development program »German as a foreign and second language and multilingualism« develop throughout the program. A survey on satisfaction has been conducted. Data concerning competencies have been collected with a paper and pencil test, beliefs with a questionnaire. The article provides content-related and conceptual insights for different learning settings and their evaluation and therefore serves the demand for innovative and effective course concepts. Hence, it offers new ideas and impulses for (further) development of learning opportunities for professional development and also teacher training. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
8. DaF als Berufssprache für die Automobilfertigung in China. Zur kollaborativen Entwicklung von bedarfsorientierten DaF-Lehrmaterialien.
- Author
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MIDDEKE, Annegret and SEMYONOVA, Anastassiya
- Subjects
GERMAN as a foreign language ,LANGUAGE ability ,FOREIGN language education ,TEACHER training ,BILINGUALISM - Abstract
Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
9. Lehrpersonen bei der Planung und Implementation kooperativer Aufgaben im inklusiven Fachunterricht unterstützen: Einblicke in die Fortbildung im Projekt RegioDiff
- Author
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Daniela Ender, Lisa Paleczek, Martina Kalcher, and Andreas Kelz
- Subjects
kooperative Lernmethoden ,Lehrpersonenfortbildung ,inklusiver Unterricht ,Sekundarstufe ,cooperative learning methods ,teacher training ,Education (General) ,L7-991 - Abstract
Kooperative Lernmethoden eignen sich besonders gut für den Einsatz im inklusiven Unterricht. Im vorliegenden Beitrag wird das in der Steiermark (Österreich) durchgeführte Projekt RegioDiff vorgestellt, das Lehrpersonen der 8. Schulstufe kooperative Lernmethoden in einer Fortbildung (zwei Nachmittage) näherbrachte. Die Lehrpersonen bekamen die Möglichkeit, Erfahrungswerte zu teilen, Bedenken zu äußern, Methoden kennenzulernen, die sie gleich selbst in der Fortbildung erprobten, um sie anschließend im Unterricht einsetzen zu können. Im Rahmen des Beitrags wird der Frage nachgegangen, welche Elemente kooperativen Lernens von den Lehrpersonen in der Erprobung kooperativer Lernmethoden in ihren Klassen als besonders relevant erachtet und wie die Schüler*innen von den Lehrpersonen wahrgenommen wurden. Zudem wird untersucht, was die Lehrpersonen als förderlich an der Fortbildung erlebten und welche Inhalte noch sinnvoll für zukünftige Fortbildungen zu kooperativen Lernmethoden sein könnten. Vor und nach der zweiten Fortbildungseinheit wurden die Lehrpersonen mittels Fragebögen befragt, nach der Implementation wurden sie interviewt und es fanden außerdem Unterrichtsbeobachtungen statt. Zwar äußerten die Lehrpersonen anfangs teilweise Vorbehalte gegenüber kooperativen Lernmethoden, trotzdem fiel das Fazit am Ende überwiegend positiv aus. Unsicherheiten konnten zwar nicht vollständig ausgeräumt werden, dennoch stellte die Fortbildung eine wichtige Ressource für die Lehrpersonen dar. Es wurde deutlich, dass noch mehr Praxisbezug hilfreich gewesen wäre, was die Anleitung der Methoden und Beispiele, wofür sie eingesetzt werden können, sowie den Umfang des Feedbacks für die Schüler*innen betrifft. Laut eigenen Aussagen gewöhnten sich die Lehrpersonen schnell daran, Verantwortung an die Schüler*innen abzugeben und fanden sich in der Rolle der beobachtenden Moderation ein. Eine gute Stundenplanung (Zeit, Rahmenbedingungen, Gruppen, usw.) wurde als besonders gewinnbringend wahrgenommen, um die Methoden erfolgreich einsetzen zu können. Abstract Cooperative learning methods are particularly well-suited for the use in inclusive lessons. This paper provides insights into the project RegioDiff (conducted in Styria, Austria) that introduced cooperative learning methods to Grade 8 teachers in a teacher training (two afternoons). In this training, teachers had the opportunity to share their experiences, express concerns, and gain knowledge about cooperative learning. Teachers could also try out the methods in the training to implement them in their classrooms afterwards. This paper explores the elements of cooperative learning experienced as relevant by the teachers and reports the benefits for the students. Additionally, we investigated the teachers’ opinions on the training’s benefits and tried to find out which additional elements could be beneficial for future trainings. Data were collected via questionnaires before and after the second training. During the implementation, we conducted classroom observations, and interviewed the teachers after the implementation. Despite the teachers’ reservations about cooperative learning methods at the beginning of the training, their conclusion at the end was predominantly positive. Although uncertainties could not be completely dispelled, the teacher training was an important resource for the teachers. The teachers stated it would have been helpful to receive more information about the guidance of cooperative learning methods, the potential use of specific methods, and the extend of feedback they could provide for the students. According to their own statements, the teachers quickly got used to handing over responsibility to the students and easily found themselves in the role of observing facilitators. To successfully use the cooperative learning methods, good lesson planning (time, framework, groups, etc.) was perceived as particularly beneficial.
- Published
- 2023
- Full Text
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10. Didactic Audiovisual Translation in Teacher Training
- Author
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Jennifer Lertola and Noa Talaván Zanón
- Subjects
Didactic AVT ,dubbing ,audio description ,TRADILEX ,teacher training ,Language. Linguistic theory. Comparative grammar ,P101-410 - Abstract
Over the last two decades, the active engagement of learners through didactic Audiovisual Translation (AVT) in Foreign Language Learning (FLL) has been receiving increasing attention from both scholars and teachers. Most AVT modes — subtitling, dubbing, audio description (AD), subtitles for the deaf and hard of hearing (SDH) and voice-over — can be employed as didactic resources in FLL and guidelines are available for practitioners (Talaván, 2013, 2020). Empirical research has focused on the benefits of didactic AVT on individual and integrated language skills both in face-to-face and online contexts, English being the main language involved in the pedagogical tasks of most experimental studies (Lertola, 2019). Recently, a related long-term project, TRADILEX (Audiovisual Translation as a Didactic Resource in Foreign Language Education), led by the TRADIT research group at the UNED, has been funded by the Spanish Ministry of Science and Innovation. The main aim of TRADILEX is to evaluate the degree of FLL improvement in terms of communicative and mediation language skills thanks to the use of didactic AVT tasks. With this purpose, a carefully designed methodological proposal, which includes lesson plans on diverse AVT modes (i.e. subtitling, voice-over, dubbing, AD and SDH), is being piloted with B1 and B2 level English as a Foreign Language (EFL) learners in non-formal educational contexts, in university language centers all over Spain. Teachers play a key role in TRADILEX as they are specifically-trained facilitators of the learning process. Many teachers believe that AVT tasks could be integrated in the foreign language curriculum if proper teacher training is provided (Alonso-Pérez and Sánchez-Requena, 2018). However, it should be noted that teacher training has been largely neglected in the literature (Lertola, forthcoming). Within this context, this paper will present an online teacher training experience on didactic AVT carried out as a pilot study of TRADILEX, involving 12 FL secondary-school in-training teachers at a higher institution in Switzerland. The one-day teacher training was aimed at introducing future teachers to the pedagogical use of AVT tasks by presenting and working with both a dubbing and an AD lesson plan targeted for EFL B1 and B2 level respectively. The paper will analyse and discuss the data gathered through a feedback questionnaire completed by the participants, the assessment of their AVT tasks, and structured as well as non-structured observations. Observations were collected through two ad hoc observation rubrics (one per lesson plan) filled in by the one teacher-researcher and their lecturer as only-observing teacher, as well as from a group interview and personal notes on the experience shared by the subjects taking the course. The results of this small-scale study are encouraging and call for further in-depth analysis of the role of the didactic AVT in teacher training, both for practitioners interested in using it with their students and for FL teacher training courses in general.
- Published
- 2022
11. Die Hochschullehrerfortbildung für junge chinesische Deutschlehrkräfte: Rückblick und Evaluation.
- Author
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HUANG Keqin
- Subjects
GERMAN as a foreign language ,GERMAN language teachers ,TEACHING methods ,TEACHER training ,INTERVIEWING - Abstract
Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
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12. Perspektiven zur Didaktik und Methodik für Deutsch als Fremdsprache (DaF) in China - am Beispiel „Hochschuldeutsch“.
- Author
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ZHU Jianhua
- Subjects
GERMAN as a foreign language ,TEACHING methods ,SUSTAINABLE development ,LEARNING ,GERMAN language teachers - Abstract
Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
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13. Effects on the use of theater projects in teacher training
- Author
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Michaela Kováčová
- Subjects
German as a foreign language ,theater projects ,teacher training ,Education - Abstract
In today’s classrooms, teachers are often under great pressure — they not only have to prove themselves professionally but also as strong personalities. In teachers-training courses at universities, subject-related and didactic skills are often built up intensively, but there is a lack of support for personal and social skills, planning and management skills, and development skills. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language. Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact [3]. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language. Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact [3]. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners.
- Published
- 2020
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14. Educating Future Teachers in Order to Foster the Development of Students’ Social Competence
- Author
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Muhamed Omerović and Mirsada Zukorlić
- Subjects
teacher training ,social competence of pupils ,new role of teachers ,strategies for recalling the development of social competence of students ,History of scholarship and learning. The humanities ,AZ20-999 - Abstract
The modern trend of education also implies new teacher roles. One of the very important aspects ofeducating future teachers is their training in encouraging the development of students’ social competence.The paper deals with this problem through the application of the method of theoretical analysis andmodeling. Firstly, the social competence of students in the context of educational work is considered.The second part offers and analyzes key fields of training of future teachers of teachers in order toencourage students’ social competence, which include: processing pedagogical communication(including all its dimensions); designing the teaching curriculum and preparing students for cohabitation.Also, appropriate incentive strategies for which future teachers need to be established should be offered,which should form an integral part of educational work with pupils of school age, as well asrecommendations for the selection of teachers and assessment of the quality of their work.The paper concludes that the new roles of future teachers as well as the strategies for encouraging thedevelopment of social competence of pupils will be given full meaning if they are realized as an integralpart of the educational activities within the department, because in this way the problem ofdecontextualization of social behavior is avoided.
- Published
- 2018
15. Lehramtsstudierende umschreiben den Lehrberuf im digitalen Zeitalter: Eine Metaphernanalyse.
- Author
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KOLDAMCA YILMAZ, Merve, KELEŞ, Nurseza, and ŞENYILDIZ, Anastasia
- Abstract
Copyright of Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
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16. Welches Wissen brauchen Lehrkräfte für inklusiven Unterricht? Perspektiven aus der Berufspraxis.
- Author
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Greiner, Franziska, Sommer, Sabine, Czempiel, Stefanie, and Kracke, Bärbel
- Subjects
- *
TEACHER development , *TEACHER training , *CAREER development , *TEACHERS , *SCHOOLS - Abstract
Research about teaching competencies in the context of inclusion focuses so far attitudes and does not take adequate account of professional knowledge. This paper investigates what kind of knowledge is relevant from the view of teachers in practice to handle inclusion in schools. Interviews of 53 teachers of different types of school were analysed qualitatively with a literature based category system. First, the perspective of all interviewed teachers is presented. It follows an analysis, which regards the type of school and the level of school development. Our results show that teachers use the categories, which are abstracted from the research literature. These categories need to be supplemented by inductive categories. There is a difference between the types of school, and a relation between school context and professional development of individual teachers. This could be discussed as a specific indication for teacher trainings, which aim to foster inclusive competencies. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
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17. Professionalisierung inklusiver Schulentwicklungsprozesse: Eine Analyse von Schulentwicklungszielen im Kontext einer Fortbildungsreihe für Lehrkräfte.
- Author
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Kuhl, Poldi and Müller, Ulrike Beate
- Subjects
- *
TEACHERS , *TEACHER-principal relationships , *TEACHER training , *TRAINING needs , *PROFESSIONALIZATION - Abstract
The implementation of inclusive schooling (UN-BRK 2008) poses major challenges for schools and teachers. Through their studies teachers often feel unprepared for working in inclusive schools and express a need for further training (Werning 2017). This need, however, is often not matched by suitable training possibilities (Richter, Kuhl, and Pant 2012). The teacher training series »Everybody is Unique« (Jede[r] ist besonders - JIB), developed by the German School Academy (Deutsche Schulakademie - DSA) intends to contribute to the professionalization of principals and teachers and to disseminate good inclusive practice. The accompanying scientific evaluation of JIB aims to provide evidence on the effectiveness of JIB by triangulating various methodological approaches. In this paper, we present first findings on the school development goals JIB participants reported for their schools. Moreover, we discuss these school development goals as means of developmental processes in the context of changing schools. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
18. Chancen und Herausforderungen der religiösen Bildung im Lebensraum Schule aus muslimischer Perspektive
- Author
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Sule Dursun
- Subjects
Islamic religious education ,religious education ,teacher training ,didactic ,school ,Islamischer Religionsunterricht ,Religionspädagogik ,LehrerInnenausbildung ,Didaktik ,Schule ,Education (General) ,L7-991 ,Religion (General) ,BL1-50 - Abstract
Dieser Beitrag basiert – mit dem Hinweis auf die zunehmende Präsenz der herkunftsorientierten religiösen Einrichtungen in Europa – auf dem Argument, dass die islamisch-religiöse Bildung in den Schulen Europas überdacht werden muss und ihr eine entscheidende Rolle zukommt. Neben den herkunftsorientierten religiösen Einrichtungen in Europa wird in diesem Beitrag die Bedeutung des islamischen Religionsunterrichts aus dem Blickwinkel des kontextualisierten Islams beleuchtet. Mittels Fallbeispielen zur religiösen Bildung am religiösen Markt (= religiöse Institutionen außerhalb des Schulraums) wird in diesem Beitrag aufgezeigt, dass der islamische Religionsunterricht im Gegensatz zu den religiösen Institutionen keine Monopolkirche sein darf, in der vorwiegend eine Art Volksfrömmigkeit vermittelt wird. Opportunities and Challenges of Religious Education in Schools – A Muslim Perspective This contribution is based on the argument that the role of Islamic religious education at schools should be reconceived in relation to the growing presence of origin-oriented religious institutions in Europe. In addition to the origin-oriented religious institutions in Europe, this paper aims to present the importance of Islamic religious education from the perspective of contextualized Islam. Based on case studies for religious education in the religious market (outside the education area) this paper shows that the Islamic religious education cannot offer Church`s monopoly and act like origin-oriented religious institutions to mediate popular piety.
- Published
- 2016
19. (Re)Production of Inequality in the School System? A Comparison of Croatia’s and Austria’s Concepts of Plurilingualism
- Author
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Dijana Gnasmüller
- Subjects
second language (acquisition) ,student ,politics of plurilingualism ,teacher training ,curriculum ,History of scholarship and learning. The humanities ,AZ20-999 - Abstract
In Croatia‘s and Austria’s educational systems, plurilingual students have long had the status of a prioritygroup, and thus give us the impression of readiness in facing the "problem" of dynamics of society asthe greatest challenge of all – whether as national minorities or students who, as refugees in accompaniedor without parents, come to one of these countries in search of a better life. In both countries, conceptshave been developed and laws aimed at integrating plurilingual children into regular classes as soon aspossible, encouraging them to learn the language of the majority population first, while neglecting theirbackgrounds and the potential they carry. By reviewing and comparing concepts, laws, and regulationsthat deal with all aspects of the phenomenon of plurilingualism – from the structure and manner ofdistribution of plurilingual children in classrooms, through the training of teachers who teach them, tothe image of them in society, the paper will try to answer the question to what extent these states areready for the multi- and plurilingual reality that surrounds us.
- Published
- 2021
- Full Text
- View/download PDF
20. Herausforderungen für die Lehrkräftefortbildung vor dem Hintergrund der digitalen Transformation – Perspektiven der Erwachsenen- und Weiterbildung
- Author
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Bonnes, Caroline, Wahl, Johannes, and Lachner, Andreas
- Published
- 2022
- Full Text
- View/download PDF
21. Inklusionspädagogische Kompetenzen in der universitären Ausbildung von Grundschullehrkräften. Eine qualitative Inhaltsanalyse von Modulhandbüchern ausgewählter deutscher Studiengänge mit inklusionspädagogischem Profil
- Author
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Martin Goldfriedrich, Ludwig Bilz, and Saskia M. Fischer
- Subjects
Inklusion ,Lehrerausbildung ,Lehrerkompetenz ,Grundschule ,inclusion ,teacher training ,Education (General) ,L7-991 - Abstract
Die deutschen Hochschulen stehen bei der inklusionspädagogischen Qualifizierung von Lehrkräften vor großen Herausforderungen. Bisher liegen für diesen Bereich im deutschsprachigen Raum nur vereinzelte Kompetenzmodelle und Standards vor, an denen sich Hochschulen bei der Entwicklung von Studiengängen orientieren können. Vor diesem Hintergrund wird im vorliegenden Beitrag untersucht, welches Kompetenzprofil einer Lehrkraft im inklusiven Setting sich abzeichnet, wenn man Modulhandbücher (MHB) von inklusionspädagogisch ausgerichteten Lehramtsstudiengängen analysiert. Untersucht werden die MHB von acht Studiengängen mit einer weitgehenden Verschränkung regel- und sonderschulpädagogischer Anteile an vier deutschen Universitätsstandorten. Als Vergleichsmaßstab wird hierbei das Kompetenzprofil der European Agency for Development in Special Needs Education (2012) zugrunde gelegt, weil es einen vergleichsweise hohen Differenzierungsgrad aufweist. Die Ergebnisse zeigen, dass sich die in den MHB beschriebenen Kompetenzen vorrangig auf zwei der vier vorhandenen Werte im Kompetenzprofil der European Agency beziehen. Kompetenzbereiche innerhalb des Wertes Zusammenarbeit mit anderen und innerhalb des Wertes der persönlichen beruflichen Weiterentwicklung finden sich im Vergleich zu den Werten Wertschätzung der Vielfalt der Lernenden und Unterstützung aller Lernenden vergleichsweise selten. Mit Blick auf die Kompetenzdimensionen der European Agency (Wissen, Einstellungen, Fähigkeiten & Fertigkeiten) werden in den MHB insbesondere wissensbezogene Kompetenzdimensionen adressiert und seltener Fertigkeiten sowie Einstellungen. Diese und weitere Befunde werden vor dem Hintergrund der spezifischen Bedingungen der Lehrerbildung in Deutschland und dem Forschungsstand zu inklusionspädagogischen Lehrerkompetenzen innerhalb der GrundschullehrerInnenbildung diskutiert. Darüber hinaus werden Empfehlungen für eine inklusionspädagogisch ausgerichtete Curriculumentwicklung formuliert. Abstract German universities are faced with great challenges in qualifying teachers for inclusive education at schools. So far, there are only very few competency models and standards in the German-speaking regions that can serve as a theoretical basis for the development of appropriate study programs. In the present paper, study module descriptions of eight inclusive teacher training programs at four universities in Germany were analyzed to draw conclusions about the underlying competency profiles of teachers in inclusive education. The chosen teacher training programs are characterized by a special combination of regular school education and special needs education. Because of its high degree of differentiation, the profile of inclusive teachers of the European Agency for Development in Special Needs Education (2012) is applied as a benchmark in the analyses. The results show that the competencies described in the module descriptions mainly refer to two of the four core values of the competence profiles defined by the European Agency. Areas of competences within the core values of working with others and personal professional development are seldom part of the programs. This is especially true in comparison to the core values valuing learner diversity and supporting all learners. The module descriptions address mainly knowledge-based skills and hardly include skills related to educational practice, attitudes, or beliefs. The results are discussed with regard to the specifics of teacher training in Germany and the current state of research concerning inclusive education and teacher training for primary schools. In addition, suggestions for the formulation of a curriculum that is focused on inclusive education are given.
- Published
- 2020
- Full Text
- View/download PDF
22. Perspektiven auf Hochschullernwerkstätten
- Author
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Tänzer, Sandra, Godau, Marc, Berger, Marcus, and Mannhaupt, Gerd
- Subjects
Hochschule ,Hochschullehre ,Hochschuldidaktik ,Lernwerkstatt ,Forschungswerkstatt ,Forschung ,Forschungspraxis ,Student ,Erziehungswissenschaftler ,Lehramtsstudent ,Lehrerbildner ,Lehrerbildung ,Lehrerausbildung ,Konzeption ,Praxiserfahrung ,Individuum ,Gemeinschaft ,Individuelle Entwicklung ,Kooperatives Lernen ,Kollaboration ,Lernprozess ,Lernentwicklung ,Lehr-Lern-Prozess ,%22">Reflexion ,Forschendes Lernen ,Raum ,Lernumgebung ,Lernort ,Raumgestaltung ,Diagnostik ,Selbstverständnis ,Konzept ,Diskurs ,Elementarpädagogik ,Studiengang ,Bildungsbegriff ,Werkstattarbeit ,Kind ,Besuch ,Frühpädagogik ,Entwicklung ,Teilnahme ,%22">Begleitung ,Handlungsorientierung ,Anerkennung ,Praxisbezug ,Pädagogisches Handeln ,Pädagogische Praxis ,Kasuistik ,Demokratische Bildung ,Lehrer ,Professionalisierung ,Praxeologie ,Materielle Bedingungen ,%22">Subjekt ,Mensch-Raum-Beziehung ,Lernen ,Didaktisches Material ,Lernmaterial ,Herstellung ,Problemorientiertes Lernen ,Primarbereich ,Selbstbestimmtes Lernen ,Experiment ,Sachunterricht ,Kompetenzentwicklung ,Unterrichtsplanung ,Adaptiver Unterricht ,Aufgabenstellung ,Lernausgangslage ,Lehrkompetenz ,Hochschulkooperation ,Universitätsbibliothek ,Bibliothek ,Transformation ,Raumnutzung ,Agency-Theorie ,Poster ,Umfrage ,Qualitative Analyse ,Fragebogenerhebung ,Evaluation ,Studie ,Interventionsstudie ,Interview ,Quasi-Experiment ,Sammelband ,Halle-Wittenberg ,Emden ,Siegen ,Erfurt ,Dresden ,Osnabrück ,Kassel ,Brixen ,Bozen ,Sachsen-Anhalt ,Niedersachsen ,Nordrhein-Westfalen ,Thüringen ,Sachsen ,Saarland ,Hessen ,Südtirol ,Deutschland ,Israel ,Italien ,Higher education institute ,Higher education lecturing ,University lecturing ,University teaching ,University didactics ,Learning workshop ,Research ,Research practice ,Male student ,Educationalist ,Student teachers ,Teacher educators ,Teacher education ,Teachers' training ,Teacher training ,Conception ,Individual ,Personal development ,Cooperative learning ,Learning process ,Teaching-learning process ,Educational Environment ,Learning environment ,Educational setting ,Interior design ,Diagnostic ,Self-awareness ,Fundamental concepts ,Discourse ,Early childhood education and care ,Elementary education pedagogics ,Pedagogics of elementary education ,Channel of academic studies ,Course of studies ,Course of study ,Concept of education ,Child ,Early childhood education ,Participation ,Practice relevance ,Teacher ,Professionalization ,Learning ,Advance organizers ,Manufacturing ,Problem based learning ,Primary education ,Primary level ,Instruction in natural science subjects ,Primary school science and social studies ,Skill development ,Lesson Planing ,Planning of teaching ,Task definition ,Task setting ,Teaching Skills ,Intercollegiate cooperation ,University library ,Space utilization ,Qualitative analysis ,Questionnaire survey ,Osnabrueck ,Saxony-Anhalt ,Lower Saxony ,North Rhine-Westphalia ,North-Rhine Westphalia ,Thuringia ,Saxony ,South Tyrol ,Germany ,Italy ,bic Book Industry Communication::J Society & social sciences::JN Education ,bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education::JNMN Universities ,bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology - Abstract
"Perspectives on University Learning Workshops" brings together conference papers from the 11th International Conference of University Learning Workshops in February 2018 in Erfurt. It invites you to immerse yourself in the broad discourse on conceptual considerations, research and practical experiences in and about university learning workshops. Emphasising the interplay of individual, community, thing and space, four thematic fields and interdependent relationships that are constitutive for university learning workshops will be addressed: What opportunities and challenges do learning workshops offer for individual development? How can cooperative and collaborative learning processes be promoted in communities? What is the significance of things, artefacts, media, technologies for learning and education in learning workshops? How are different discursive practices and learning processes realised in spaces and spatial constellations of learning workshops? Translated with www.DeepL.com/Translator (free version), „Perspektiven auf Hochschullernwerkstätten“ bündelt Tagungsbeiträge der 11. Internationalen Tagung der Hochschullernwerkstätten im Februar 2018 in Erfurt. Es lädt dazu ein, in den breiten Diskurs über konzeptionelle Überlegungen, Forschungen und Praxiserfahrungen in und über Hochschullernwerkstätten einzutauchen. Mit der Betonung des Wechselspiels von Individuum, Gemeinschaft, Ding und Raum werden dabei vier Themenfelder und Interdependenzbeziehungen aufgegriffen, die für Hochschullernwerkstätten konstitutiv sind: Welche Chancen und Herausforderungen bieten Lernwerkstätten für die individuelle Entwicklung? Wie können kooperative und kollaborative Lernprozesse in Gemeinschaften gefördert werden? Welche Bedeutung haben Dinge, Artefakte, Medien, Technologien für Lernen und Bildung in Lernwerkstätten? Wie realisieren sich in Räumen und Raumkonstellationen von Lernwerkstätten unterschiedliche diskursive Praxen und Lernprozesse? (DIPF/Orig.)
- Published
- 2019
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