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1. Dimensionen eines Peer-Counseling-Ansatzes in der Lehrer*innenbildung

Author

Jörg Wolstein, Josephin Fricke, and Stephanie Bauer-Hägele

Subjects
Lehrerausbildung, Atmospheric Science, Physics and Astronomy (miscellaneous), Deliberation, Medicine (miscellaneous), Health Information Management, Pedagogy, Computer Science (miscellaneous), General Materials Science, Waste Management and Disposal, Water Science and Technology, media_common, Global and Planetary Change, Condensed Matter Physics, Pollution, Agricultural and Biological Sciences (miscellaneous), Student teachers, Computer Science Applications, Electronic, Optical and Magnetic Materials, Computational Theory and Mathematics, Health, Guidance, Lehramtsstudent, Peer groups, Pulmonary and Respiratory Medicine, Teacher education, Teachers' training, Erziehung, Schul- und Bildungswesen, Computer Networks and Communications, Materials Science (miscellaneous), media_common.quotation_subject, Biomedical Engineering, Health Informatics, Student teacher, Management, Monitoring, Policy and Law, Biology, Biochemistry, Genetics and Molecular Biology (miscellaneous), Peer Group, Education, ddc:370, Lehrerbildung, Environmental Chemistry, Hochschulforschung und Hochschuldidaktik, Electrical and Electronic Engineering, Hochschule, Gesundheit, Public Health, Environmental and Occupational Health, Higher education institute, Statistical and Nonlinear Physics, Peer group, Cell Biology, Teacher training, Space and Planetary Science, Counselling, Beratung, Developmental Biology, Food Science
Abstract

Im Methodenatelier präsentieren die Verfasser unter Bezugnahme auf das Bamberger Peer-Beratungstraining Dimensionen eines niederschwelligen Peer Counseling-Ansatzes, der sowohl Studierende des Lehramts als auch Studierende der Psychologie im Kontext einer lösungsorientierten Kurzberatung involviert. Erste Evaluationsergebnisse zum Bamberger Projekt, das die Potenziale eines gemeinsamen Lernens auf Augenhöhe nutzt, werden vorgestellt. (DIPF/Orig.)

Published
2019
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2. Peer-Learning in der Lehrer*innenbildung. Gemeinsam und auf Augenhöhe lernen

Author

Jennifer Paetsch, Josephin Fricke, Daniela Sauer, Daniel Sven Grötzbach, Dorothea Elisabeth Horn, Stephanie Bauer-Hägele, Barbara Drechsel, and Jörg Wolstein

Subjects
Atmospheric Science, Lehrerausbildung, Physics and Astronomy (miscellaneous), Lernmethode, Deliberation, Medicine (miscellaneous), Bildungssoziologie, Health Information Management, Germany, Pedagogy, Computer Science (miscellaneous), General Materials Science, Learning techniques, Waste Management and Disposal, Water Science and Technology, media_common, Competency, Global and Planetary Change, Condensed Matter Physics, Pollution, Agricultural and Biological Sciences (miscellaneous), Computer Science Applications, Electronic, Optical and Magnetic Materials, Student teachers, Computational Theory and Mathematics, Guidance, Lehramtsstudent, Peer groups, Pulmonary and Respiratory Medicine, Cooperative learning, Teacher education, Teachers' training, Erziehung, Schul- und Bildungswesen, Computer Networks and Communications, Materials Science (miscellaneous), media_common.quotation_subject, Biomedical Engineering, Health Informatics, Student teacher, Management, Monitoring, Policy and Law, Biology, Lernen, Biochemistry, Genetics and Molecular Biology (miscellaneous), Peer Group, Education, Kooperatives Lernen, ddc:370, Environmental Chemistry, Lehrerbildung, Learning, Hochschulforschung und Hochschuldidaktik, Electrical and Electronic Engineering, Deutschland, Learning method, Forschungsstand, Hochschule, Public Health, Environmental and Occupational Health, Higher education institute, Statistical and Nonlinear Physics, Peer group, Cell Biology, Kompetenzerwerb, Teacher training, Space and Planetary Science, Learning methods, Counselling, Beratung, Developmental Biology, Food Science
Abstract

Im Kernartikel skizziert ein Bamberger Autor*innenteam die Vielfalt von Peer-Learning-Formaten in der Lehrer*innenbildung. Die Autoren diskutieren Facetten des kooperativen Ansatzes, sie dokumentieren den Stand der aktuellen Forschung zum Thema und sie diskutieren die Reichweite von Peer-Learning-Formaten in der Lehrer*innenbildung. Im Beitrag verweisen sie zudem auf erste Befunde aus dem innovativen Bamberger Peer-Beratungstraining. (DIPF/Orig.)

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