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Aufgrund der Charakteristika des Faches Sachunterricht und seiner Didaktik gilt das Studium als komplex. Bisherige Studien weisen auf die bundesweit sehr heterogene Ausbildungssituation für dieses Grundschulfach hin. Vor dem Hintergrund vergleichbarer Studienabschlüsse, der Umsetzung der Ansprüche der Sachunterrichtsdidaktik und der Ausbildung einer entsprechenden Fachidentität gilt es, derzeitige Ausbildungsstrukturen und -inhalte näher zu untersuchen. Anknüpfend an das kürzlich von der Gesellschaft für Didaktik des Sachunterrichts entwickelte Qualifikationsmodell zu Mindeststandards für die Aus- und Weiterbildung von Sachunterrichtslehrkräften wird exemplarisch für das Bundesland Nordrhein-Westfalen das intendierte Curriculum der hiesigen acht Studienstandorte auf der Ebene von Prüfungsordnungen und Modulhandbüchern für die sachunterrichtsbezogenen Bachelor- und Masterstudiengänge untersucht. Die Ergebnisse der Dokumentenanalyse zeigen, dass die Ausbildungssituation im Hinblick auf das intendierte Curriculum nicht nur auf Bundesebene, sondern auch auf Bundeslandebene und sogar innerhalb einer Universität äußerst heterogen gestaltet ist. Es gibt große Unterschiede hinsichtlich der Berücksichtigung und Gewichtung fachwissenschaftlicher Anteile verteilt auf die Perspektiven des Sachunterrichts sowie hinsichtlich der Realisierung einer Vernetzung der Perspektiven., Due to the characteristics of the subject General Studies and its didactics, the course of study is considered rather complex. Previous studies indicate the very heterogeneous training situation for this elementary school subject nationwide. Against the background of comparable degrees, the implementation of the requirements of General Studies and its didactics and the development of a corresponding subject identity, it is necessary to examine current training structures and study contents more closely. The qualification model for minimum standards, recently developed by the ‘Gesellschaft für Didaktik des Sachunterrichts’, can be used as an orientation framework for teacher training in the field of General Studies. Drawing on this model, the intended curriculum of the eight study locations for General Studies in the federal state of North Rhine-Westphalia has been chosen to be examined with focus on examination regulations and module handbooks (Bachelor’s and Master’s degrees). The results of the document analysis show that the training situation with regard to the intended curriculum is extremely heterogeneous not only at the federal level, but also at the state level and even within a university. There are major differences in the consideration and prioritisation of subject-specific parts distributed across the perspectives of General Studies as well as with regard to the implementation of linkage of perspectives.

Nicht zuletzt auch wegen der nur sechssemestrigen Studiendauer von angehenden Primarstufenlehrpersonen an der PH Zürich ist es im Sinne des Modells der Didaktischen Rekonstruktion (MDR) (Kattmann, Duit, Gropengießer & Komorek, 1997) für Dozierende der Fachdidaktik Natur, Mensch, Gesellschaft (NMG) nötig und wichtig, die fachlichen Vorstellungen, Überzeugungen und Einstellungen der Studierenden zu Gegenständen, Strukturen, Zielen und Prinzipien des NMG-Unterrichts zu kennen. Nur so können möglichst wirkungsvolle Lehrveranstaltungen gestaltet werden. Dieser Beitrag gibt einen Einblick, wie das MDR als Bezugsrahmen für die hochschuldidaktische Curriculumsentwicklung sowie als Forschungs- und Reflexionsrahmen für die Lehre an der PH Zürich genutzt wird. Eine empirische Erhebung untersucht beispielsweise bei Studienanfänger*innen mittels qualitativer Fragebögen epistemische Überzeugungen zur Geschichte (Mathis, 2021). Im Kontext der Einführung des neuen Kompetenzbereiches Ethik werden in einer zweiten Studie die epistemischen Überzeugungen von Studierenden zum Philosophieren mit Kindern (PmK) untersucht (Kümin, 2020). Eine weitere Studie untersucht quantitativ die Überzeugungen und motivationalen Aspekte von Primarstufenstudierenden in Naturwissenschaften mittels eines Prä-Postfragebogens (Breitenmoser, Brückmann & Detken, n.d.). English version Beliefs – The Model of Didactic Reconstruction as a Framework for the Curriculum in Sciences and Social Studies at the Zurich University of Teacher Education It is essential for lecturers at universities of teacher training to know the subject-specific beliefs of their students. However, little is known about the beliefs of primary school level teacher students within the sciences and social studies curriculum. Within the framework of the model of didactic reconstruction (Kattmann, Duit, Gropengießer & Komorek, 1997), this article describes three cur-rent projects at the Zurich University of Teacher Education to address this research gap. A first empirical project studies epistemological beliefs in the field of history with a qualitative questionnaire (Mathis, 2021). Within the context of introduction of Ethics into the curriculum, a second study examines epistemological beliefs of teacher education students about philosophy with children (Kümin, 2020). A third project evaluates beliefs and enjoyment of teacher training students in science, using a quantitative pre-post questionnaire (Breitenmoser, Brückmann & Detken, n.d.). Für Zitationen in diesem Abstract s. Literaturverzeichnis im PDF-Dokument / For citations within this abstract see publicationlist in the pdf-document, +repphzhbib2021A

Lehrkräfte sind essentiell für die Integration digitaler Technologien in Schule und Unterricht. Ihre Qualifizierung für diese Aufgabe ist daher in allen Phasen der Lehrkräfteausbildung von zentraler Bedeutung, zumal nur etwa ein Drittel der derzeit im aktiven Schuldienst befindlichen Lehrkräfte während des Studiums Lerngelegenheiten zu einem digitalisierungsbezogenen Kompetenzaufbau hatte. Trotz des Wunsches nach einer digitalisierungsbezogenen Qualifikation besuchen deutsche Lehrkräfte jedoch vergleichsweise selten Fortbildungen. Neben fehlender Passung des Fortbildungsangebots könnte für diese Diskrepanz ein unzureichendes Angebot verantwortlich sein. Wir untersuchen in dieser Studie, welche Fortbildungsangebote in 12 von 16 Bundesländern explizit für naturwissenschaftliche Lehrkräfte über staatliche Fortbildungskataloge angeboten wurden, welche Kompetenzbereiche des Orientierungsrahmens „Digitale Kompetenzen für das Lehramt in den Naturwissenschaften“ (DiKoLAN) die Fortbildungen adressieren und inwieweit die in den Fortbildungen adressierten didaktischen Funktionen die Lehrkräfte bei der Ausbringung von Distanzunterricht während der Schulschließungen 2020 hätten unterstützen können. Insgesamt werden 90 Fortbildungen identifiziert und damit zu wenige, um die Zielsetzungen der Kultusminister Konferenz-Strategie „Bildung in der digitalen Welt“ angemessen zu verfolgen. Aus den Angeboten lassen sich kaum Hinweise auf Faktoren ablesen, die der individuellen Lehrkraft einen kumulativen Kompetenzaufbau ermöglichen. Fast alle Fortbildungsangebote adressieren für Naturwissenschaftslehrkräfte relevante Kompetenzbereiche des DiKoLAN-Orientierungsrahmens, ein Teil ist geeignet, Lehrkräfte die didaktischen Funktionen zu vermitteln, die auch bei der Ausbringung von Distanzunterricht genutzt werden können., Zeitschrift für Didaktik der Naturwissenschaften, vol. 27, no. 1, p. 203

Made available in DSpace on 2019-10-03T17:31:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2019. Added 1 bitstream(s) on 2019-10-04T16:20:41Z : No. of bitstreams: 1 S1517-97022019000100540.pdf: 235725 bytes, checksum: ca3dd0c69720493922d73bbe03b4cfed (MD5) Resumo Este artigo focaliza o processo brasileiro de elevação ao nível superior da formação dos professores que atuam nos anos iniciais da educação básica, problematizando sua qualificação como um caso clássico de universitarização, e propondo uma maneira de o caracterizar que, considera-se, seja mais precisa e prolífica para o debate sobre as relações entre a formação e a profissionalização desses professores. Fundamentando-se em revisão de literatura, explora a dimensão cultural e as lutas simbólicas mobilizadas em tal processo, de modo a caracterizá-lo como um caso sui generis de universitarização, levado a efeito em grande parte por instituições não universitárias e implementado por meio de um movimento atípico de transferência institucional – para o curso de pedagogia –, que não considerou as estruturas formativas pré-existentes e não as absorveu, como ocorre mais comumente nos processos de universitarização. Conclui que essa universitarização foi marcada por processos de autonomização e de desprofissionalização da formação docente, sobretudo devido ao apagamento sociocultural imposto ao magistério. Contrariando as expectativas que a legitimaram no campo educacional, essa universitarização realizada por transferência institucional mostra-se incompatível com os propósitos de profissionalização do magistério, o qual prevê, entre outros fatores, o aumento do controle que os professores exercem sobre os processos concernentes ao trabalho que realizam, entre os quais se encontra a tarefa de formar as próximas gerações docentes. Abstract This article focuses on the Brazilian process of raising the formation of teachers working at the first years of basic education to the level of higher education, problematizing their qualification as a classic case of universitarization and proposing a way of characterizing it that we deem to be more precise and proficuous for the debate about the relations between the formation and professionalisation of those teachers. Based on literature review, it explores the cultural dimension and the symbolic struggles mobilized in that process, so as to characterize it as a sui generis case of universitarization, largely conducted by non-university institutions, and implemented through an atypical movement of institutional transfer – to the Pedagogy course –, which did not take into account the pre-existing formative structures and did not absorb them, as is more commonly the case in processes of universitarization. The article concludes that such universitarization was marked by processes of autonomization and of deprofessionalisation of teachers’ education, particularly due to the sociocultural effacement imposed to the teaching profession. Contrary to the expectations that legitimized it in the educational field, such universitarization conducted through institutional transfer is shown to be incompatible with the objectives of professionalisation of the teaching profession, which prescribe, among other factors, the increase of the control exerted by teachers over the processes concerning their work, among which is included the task of educating the future generations of teachers. Universidade Estadual Paulista Júlio de Mesquita Filho Universidade Estadual Paulista Júlio de Mesquita Filho

Learning how to plan a lesson is an important element of student teachers’ professional development. There is a vast range of theories, models and guidelines to support this learning process. However, their theoretical bases, empirical evidence and practical benefits vary considerably. Moreover, lesson planning is frequently neglected by teacher education research. The evidence-based approach presented in this paper focuses on the improvement of the lesson planning competence of vocational education and training (VET) student teachers from a business and economics didactical perspective. The innovative idea of this concept is an analogy between lesson planning and scriptwriting for anchored instruction films. The accompanying research project hypothesises that students should plan more subject didactically based and sophisticated. Moreover, it can be assumed that they also focus the learning processes of individuals and their interactions.

The development of Inquiry-Based Attitude is internationally accepted as an essential new objective in educating and professionalising teachers. This emphasis on developing Inquiry-Based Attitude is important in a dynamic labour market that requires lifelong learning. Theoretical notions reflect the importance of Inquiry-Based Attitude as a facilitator of teachers’ ability to continuously and sustainably renew their professional teaching performance and develop innovative practice (Cochran-Smith & Lytle, 2009; Cochran-Smith & Zeichner, 2010; Leeman & Wardekker, 2014; Mason, 2009; OCW/EZ, 2009; Onderwijsraad, 2014). This issue of continuation and sustainability from a lifelong learning perspective needs particular attention in teacher education (Hargreaves, 2003). After all, teacher educators play a key role in training teachers whose impact on learning outcomes has been convincingly proven (Hattie, 2003), and contribute to a nation’s economic growth (Barber & Mourshed, 2007; Mourshed, Chijioke & Barber, 2010). Teacher educators therefore have a responsibility to train teachers who will improve and sustain the quality of their professional performance throughout their career (Barron & Darling-Hammond, 2008; Kuijpers, 2012). An Inquiry-Based Attitude as part of teachers’ professional identity is necessary for the continuous professional development expected of them.

The development of Inquiry-Based Attitude is internationally accepted as an essential new objective in educating and professionalising teachers. This emphasis on developing Inquiry-Based Attitude is important in a dynamic labour market that requires lifelong learning. Theoretical notions reflect the importance of Inquiry-Based Attitude as a facilitator of teachers’ ability to continuously and sustainably renew their professional teaching performance and develop innovative practice (Cochran-Smith & Lytle, 2009; Cochran-Smith & Zeichner, 2010; Leeman & Wardekker, 2014; Mason, 2009; OCW/EZ, 2009; Onderwijsraad, 2014). This issue of continuation and sustainability from a lifelong learning perspective needs particular attention in teacher education (Hargreaves, 2003). After all, teacher educators play a key role in training teachers whose impact on learning outcomes has been convincingly proven (Hattie, 2003), and contribute to a nation’s economic growth (Barber & Mourshed, 2007; Mourshed, Chijioke & Barber, 2010). Teacher educators therefore have a responsibility to train teachers who will improve and sustain the quality of their professional performance throughout their career (Barron & Darling-Hammond, 2008; Kuijpers, 2012). An Inquiry-Based Attitude as part of teachers’ professional identity is necessary for the continuous professional development expected of them.

Los procesos de profesionalización docente tienen como condición la adquisición de niveles crecientes de conciencia en los sujetos. Dicha conciencia se potencia en el uso del lenguaje a través del cual damos forma a la experiencia. Por este artículo queremos discutir, desde la presentación de una experiencia de formación inicial docente, la importancia de una neo-alfabetización que permita abrir los canales de la lecto escritura como estrategias de profesionalización para los profesores. The processes of professionalisation have, as a condition, the acquiring of increased levels of awareness by the subject. This awareness is enhanced by the use of language through which we shape the experience. By this article we want to discuss, from the exposition of an initial teacher training experience, the importance of neo-literacy allowing the opening of reading and writing channels as strategies of professionalization for teachers. Os processos de profissionalização de professores têm, como condição, a aquisição de níveis crescentes de consciência por parte dos sujeitos. Tal consciência se potencia no uso da linguagem por meio da qual damos forma à experiência. Discute-se, a partir da exposição de uma experiência de formação inicial de professores, a importãncia de uma neoalfabetização que permita a abertura de canais de leitura e escrita como estratégias de profissionalização para os professores.

Information and communication technology (ICT) can enable, support, and reinforce the introduction of new pedagogical practices that comply with the educational demands of the twenty-first-century knowledge society. However, despite this potential and despite the delivering of skills-based professional development and the increase in the level of ICT infrastructure, teachers are more often reluctant rather than willing to use ICT. This article reviews existing literature to 1) select a theoretical model that is suited to explain this, and 2) uncover important variables at various levels, including the individual and school organisation that should be included in the model. As a result, it adopts Fishbein’s Integrative Model of Behaviour Prediction (IMBP). This model forces the explicit consideration of dispositional variables including attitude, self-efficacy and subjective norm that are the direct and indirect antecedents of intentional ICT usage and real ICT use. Rather than concentrating on general ICT...

The purpose of this thesis is to analyse music teachers’ collegiate discourses on ensemble playing with regard to dialogically expressed criteria and conceptions of quality, and to relate these criteria and conceptions to the national governing documents for upper secondary ensemble education. The study has two theoretical perspectives, that is, a didactical perspective and a dialogical perspective. The research setting as well as the research questions are clearly didactical, whilst dialogical theory is used both as a foundation for the research method and as an ontology against which the findings are interpreted. Topic analysis, which is based on a dialogical theory of sense-making according to which meaning is constituted in a double dialogical process between interactants, situation and socio-cultural traditions is the method used. Four groups of music teachers have discussed video excerpts of popular music ensembles from ensemble classes, and these discussions have been analysed with respect to topics displaying conceptions of musical and didactical quality. Topics are created through communicative projects, in which two or more people display a mutual understanding of what they are talking about. Thus, all conceptions of quality elicited from the participant groups of ensemble teachers are the result of intersubjective sense-making. The results show that the ideal of informal music-making is so strong that the groups describe teacher intervention as detrimental to musical progress. Very little is said about the sounding music, whereas physical expressivity, autonomy and joy of playing are prominent topics. The apparent lack of music-specific, “contextual” criteria and the low valuation of the teachers’ work are discussed as possible threats to the existence of music as a subject in the national curriculum.

In vocational education and training (VET) in the Netherlands, learning and working are integrated from the start. Authentic assessments are used during competence-based VET curricula to achieve correspondence between learning and working. The premise behind this study is that authenticity is subjective and that perceptions of assessment authenticity influence student learning for the assessments. It examines whether students and teachers differ in their perceptions of the authenticity of various assessment characteristics. Subsequently this study investigates whether freshman and senior students, who differ in their amount of practical experience, differ in their perceptions of assessment authenticity. The main findings were that teachers rated most assessment characteristics as more authentic than students did, while freshman and senior students did not differ in their perception of authenticity. Implications deal with communicating about and developing authentic assessment in the eyes of both students and teachers to stimulate students' professional skills development during a VET curriculum

El presente artículo aborda la problemática de la profesionalización docente bajo la óptica de la formación en el contexto inmediato europeo. Se parte de un somero análisis de los diferentes escenarios-espacios de articulación dentro del proceso de convergencia europea hacia 2010. En este contexto se toma como referencia el Programa de Trabajo «Educación y Formación 2010» en lo relativo al Objetivo estratégico 1, en particular, el relacionado con la mejora de la formación de profesores y formadores. Se asume que la profesionalización, aunque viene de lejos, ahora en los propios procesos de convergencia europea, se acentúa su relevancia y significado sobre la calidad de la educación y se reconoce a los profesores y los formadores como los actores más esenciales de la estrategia global para avanzar hacia la sociedad del conocimiento. Desde esta ubicación se plantean algunas implicaciones para la profesionalización docente, erigiéndose el perfil y la competencia profesional como referentes de la formación de los diferentes actores de la formación, evidenciándose, a la vez, la necesidad de concreción de la familia profesional de la formación que sea capaz de integrar los variados y heterogéneos perfiles profesionales, de acuerdo a los diferentes escenarios de actuación profesional (formal y no formal). Se plantean también otras implicaciones de carácter metodológico-organizativo relacionadas con la tipología y modelo de formación, tanto inicial como continua, además de significar la creación de redes de formadores y la internacionalización de la formación de cara a la profesionalización docente The present article talks about the problems of teacher professionalisation according to European training context. We start from a basic analysis of the different articulation scenesspaces inside the European convergence process thought 2010. In this context we take as a reference the work program «Education and Training 2010» relating to the strategic aim 1 related with the improvement of the teachers training and trainers. There is assumed that the professionalisation, through it comes from distant view, now in the own processes of European convergence, emphasise his relevancy and meaning on the quality of the education and recognizes teachers and trainers as the most essential actors of the global strategy to advance towards the society of knowledge. From this position we propose some implications for teacher professionalisation, taking into account the professional profile and the professional competence as a training reference of the different training actors, evidencing the necessity of specify the professional family, according to the different professional actuation scenes (formal and non formal). Also, we present other methodological and organisational implications related to the training typology and model, both initial and continuous, moreover to emphasize the creation of a trainers net and an internationalisation of this training to the professionalisation