The volume documents the institutional, cross-phased and teaching and teacher training related reform initiatives of the project "Leibniz-Prinzip" funded by the „Qualitätsoffensive Lehrerbildung“. ...The variety of reform efforts in teacher education at Leibniz Universität Hannover is presented by means of three virulent requirement areas of university teacher education: 1. heterogeneity and diversity, 2. modern (digitally supported) teaching-learning formats, 3. practice phases and transfer. In orientation to the guiding principle of reflexive action, teaching and teaching concepts, research results as well as institutional developments are discussed and put into perspective. With contributions by Alena Beck | Tabea Becker | Andrea Bernholt | Anja Binanzer | Marcel Bonorden | Sarah Dannemann | Kathleen Ehrhardt | Sarah Fox | Monika E. Fuchs | Bettina Gautel | Julia Gillen | Sandra Günter | Benjamin Haag | Caroline Hagemeier | Robert Marten von der Heide | Gudrun Heuschen | Reinhard Hochmuth | Thomas N. Jambor | Felix Kappeller, M.A. | Sarah Khellaf | Melanie Korn | Alexandra Krüger | Julia Labede | Bettina Lindmeier | Christiane Meyer | Stephanie Mittrach | Katharina Müller | Andreas Nehring | Tjark-Gerit Neugebauer | Helene Pachale | Johannes Paehr | Jutta Papenbrock | Andrea Rössler | Nina Rothenbusch | Alisa Schafferschik | Sascha Schanze | Claudia Schomaker | Heidi Seifert | Tabea Taulien | Sabine Vogelsang, M.A. | Andreas Wernet | Rolf Werning | Ketevan Zhorzholiani-Metz
In this article, we report and discuss findings from a case-study of cross-curricular CLIL implementation involving English and home economics at a Swedish middle school. The objective was to study ...teaching strategies for supporting students’ integrated development of content and language knowledge in practical school subjects and to explore the role of the majority language in the CLIL classroom. The study is theoretically grounded in the perspective of languages as being socially constructed (Lantolf, 2000; Lantolf & Thorne, 2006). The focus of the analysis is the role of scaffolding (Walqui, 2006) in CLIL. Data consist of field notes and teaching materials from lesson observations as well as teachers’ plans and evaluations of the CLIL theme. Findings show that practical subjects, such as home economics, offer ample opportunities for visual scaffolding, and that the content is concrete and often close to students’ everyday life. Further, the content of the English lessons becomes highly relevant for the students as it will be used in an authentic situation, i.e. in home economics class. With careful planning, including strategies for scaffolding, and cooperation among teachers, cross-curricular CLIL themesinvolving a practical subject seem highly suitable for CLIL among young learners.
A investigação educacional tem confirmado a inegável importância da Didática para o bom desempenho do professor. É a Didática que permite maior eficiência e consciência, contribuindo para a ...realização plena por via de uma atuação ajustada à forma e à capacidade de aprender, acompanhada de compreensão, segurança e de estímulo, para cada indivíduo. Este estudo, de tipo survey, transversal, descritivo, teve por objetivo caraterizar o modelo didático pessoal de 26 professores que trabalham numa escola de Luanda, em Angola. Aplicou-se um questionário, com base no INPECIP, da autoria de Porlán et al. Foram aplicados procedimentos de estatística descritiva e inferencial. Os resultados indicam uma grande aproximação dos professores ao quadro teórico apresentado. A Didática é vista como uma disciplina científica, com concetualmente entendida de modo diverso. Apresentam-se diversos modelos didáticos adotados pelos docentes, sendo que o modelo construtivista é o mais comum. O papel dos alunos na planificação das aulas e a sua intervenção na avaliação reúne dispersão de posições, ainda que uma aula deva ser ativa e permitir a participação dos alunos. Pouco mais de metade dos professores inquiridos desconsidera que cada docente constrói a sua própria metodologia para o ensino das ciências.
Empirical research on teachers' professional knowledge is mostly conducted worldwide with reference to the construct 'pedagogical content knowledge' (PCK) introduced by Lee S. Shulman. In the ...'Consensus Model' (CM) and the 'Refined Consensus Model' (RCM), PCK was further developed and differentiated. Nevertheless, neither PCK nor CM and RCM adequately capture the complexity of teachers' professional knowledge. Thus, educational-theoretical foundations and goals of subject-specific teaching and learning are not sufficiently taken into account. The same applies to personal, emotional and reflective goals of subject-matter education. Against this background, we propose a more comprehensive model, which we call "subject-specific didactic knowledge" (SDK) and which is based on the distinction between two complementary basic forms of subject-specific education (SME): a functional form of SME in the tradition of PCK and literacy (OECD / PISA) and a personal form of SME, which is characterized by the German educational tradition (sensu Wilhelm von Humboldt) and the US-American philosophy of education (sensu George Herbert Mead and John Dewey). We illustrate the practical implications of this approach for subject-matter education and its investigation, using examples from empirical research in curricular based models of teaching and learning in Germany and other countries.
"The volume ""lern.medien.werk.statt"" is dedicated to the discussion of university learning workshops about their different concepts and their different self-image. In addition, the focus is ...explicitly on the topic of university learning workshops and digitality. Theoretical and conceptual connections between the discourses on learning workshops and media education will be explored, as well as possible incompatibilities, in an attempt to answer the following questions: - How can digital media be systematically integrated as tools to support free experimentation in learning workshops? - How can media education and in particular the use of digital media be meaningfully integrated into learning workshop concepts? - How does the work with (digital) media in the learning workshop practice take shape in concrete terms? The series "" Lernen und Studieren in Lernwerkstätten – Impulse für Theorie und Praxis"" is edited by Barbara Müller-Naendrup, Hartmut Wedekind, Markus Peschel and Eva Franz. The editors Barbara Holub, Klaus Himpsl-Gutermann, Monika Musilek-Hofer, Andrea Varelija-Gerber, Nina Grünberger work at the Institute for Interdisciplinary Education (IBS) at the Vienna University of Teacher Education. Katharina Mittlböck (formerly also PH Vienna) works at the University of Innsbruck. "
This contribution will outline the development of a specific approach of theoretical educational thinking in Germany, associated with the notions of Didaktik/didactics and Fachdidaktik/subject-matter ...didactics as well as its comparative, generalized form called General Subject Didactics (GSD). The first one deals with the 'art and science of teaching' in general, whereas the second and third one relate to disciplines of subject-matter teaching and learning in school.
We will start with analysing didactics being in a crisis, leading to the strengthening of subject didactics in its place. Yet subject didactics has its own limitations and weaknesses. We will argue that these can be overcome with the help of General Subject Didactics which observes, compares and analyses the different subject didactics from a higher point of view: this approach can help understand the educational practice of one specific subject better and deeper, but also help moving beyond particular experiences and boundaries within that framework, towards looking at neighbouring subjects, at cross-curricular networking and cooperation. We will demonstrate how this might support the development of a powerful educational knowledge base for specialized subject teachers and their practice as educators as well as for continued professional development.
The aim of the present study is to contribute with knowledge about pupils’ views upon teachers’ teaching regarding the work of counteracting sexual harassment. 28 girls and 22 boys in secondary and ...upper secondary school were interviewed. The theoretical framework is based on an educational perspective and directed towards teachers’ work against oppression. More specifically it deals with the relationships between teacher and pupil, teacher and the knowledge content as well as the teaching process. The concept ‘teaching’ is understood as ‘teaching acts’ that are carried out both in formal teaching situations within specific lessons as well as in informal teaching situations in between the lessons. According to the pupils, a trusting climate between teachers and pupils is an essential condition for counteracting sexual harassment successfully. The result also shows that the knowledge content usually is mediated, as in traditional school practice, from the teacher to the pupils in specific lessons. The pupils find these fact-based lessons both relevant and irrelevant. Some lessons are based on the pupils’ own experiences and on limiting gender norms in society and in school. These lessons have a dialogical approach, where the teachers and pupils learn together based on a good relationship.
Abstract This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded ...peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located in the language classroom. Drawing on multimodal conversation analysis, we examine how the geographically dispersed peer group achieves, maintains, and repairs their joint attention on task-relevant learning materials as they are accomplishing a task, and how this kind of referential interactional work enables their co-operation as a group. Based on the analysis, we argue that in synchronous hybrid learning there is a need to reflexively adjust interactional practices to secure an intersubjective understanding of learning tasks and their progressivity. The findings also suggest that sensory and interactional asymmetries should be taken into account when developing and implementing synchronous hybrid learning environments that aim at equality of opportunities regardless of the participation mode.
Using the example of the multi-perspectival subject of science education, the book shows the basics, conditions for success and didactic concepts of digitization in elementary school. It describes ...the various aspects of digitization in elementary schools and provides a sound basis for political, pedagogical and didactic discourse. The book focuses not only on fundamental theoretical considerations of digital education in science education, but also on selected aspects of individual support with and through digital media, as well as on concrete suggestions for action and implementation options for digitization in science education. In this sense, the book offers suggestions for theory, research and practice.
Am Beispiel des vielperspektivisch angelegten Fachs Sachunterricht zeigt das Buch Grundlagen, Gelingensbedingungen und didaktische Konzeptionen der Digitalisierung in der Grundschule. Es beschreibt die verschiedenen Aspekte von Digitalisierung in der Grundschule und bietet eine fundierte Grundlage für politische, pädagogische und didaktische Diskurse. Im Mittelpunkt des Buchs stehen neben grundlegenden theoretischen Überlegungen zu Digitaler Bildung im Sachunterricht auch ausgewählte Aspekte der individuellen Förderung mit und durch digitale Medien sowie konkrete Handlungsvorschläge und Umsetzungsmöglichkeiten für Digitalisierung im Sachunterricht. In diesem Sinne bietet das Buch Anregungen für Theorie, Forschung und Praxis.
The main outcomes of an engineering course should be for the students to achieve the educational goals, enhance their problem solving capabilities and develop essential skills for their future ...career. In that context, it is important to understand what motivates the students and what helps them develop an engineering mindset. This paper discusses the improvement of a course with the use of student feedback to motivate students and help them develop essential skills. The purpose of the paper is to provide insight into how different aspects of the course are linked to the students’ growth. Different activities have been integrated in the course over the past years. The effect these have on the student motivation to follow the course and develop skills, knowledge and interest in the subject is discussed through the analysis of student performance, student feedback and the experience of the lecturers. The improvements in the course based on the student feedback were received positively by the students, whose learning experience improved, even though the workload of the course was high. Their motivation to successfully complete the course has also increased through the changes in the delivery of the course and the support by the teachers. The combination of student feedback and teacher experience is key for the improvement of a course, while ensuring that the students develop their engineering knowledge. Therefore, the teachers should strike a balance between helping the students find the solution and encouraging them to think on their own in order to develop essential skills.
