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Leibniz Institute for Science and Mathematics Education, Kiel

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  • 1
    Keywords: Bildungsforschung ; Bildungspraxis ; Lehrerausbildung ; Didaktik ; Unterricht
    In: Journal für LehrerInnenbildung, Bd. 15 (2015) H. 4, S. 9-16, 1681-7028
    Description / Table of Contents: In unserem Beitrag möchten wir den Nutzen der aus der Bildungsforschung gewonnenen Erkenntnisse für die Gestaltung der (Aus-)Bildungspraxis in der Lehrerbildung erörtern. Dabei ist es uns ein Anliegen, zu zeigen, dass empirische Befunde der Lehrerforschung dazu dienen können, die Lehrerbildung in Deutschland mit Blick auf ihre strukturellen Defizite - vor allem im Kontext des Verhältnisses von Theorie und Praxis - zu verändern und insbesondere die Ausbildungspraxis kohärenter zu gestalten (vgl. hierzu den kritischen Essay von Heid, 2015). Während bislang insbesondere weitreichende Konsequenzen der Evidenzbasierung für die Bildungspolitik aufgezeigt wurden (vgl. Bromme et al., 2014), fokussieren wir im vorliegenden Beitrag Veränderungen in der institutionellen Ausbildungspraxis am Beispiel der gymnasialen Lehrerbildung an der TUM School of Education. (Orig.).
    Type of Medium: Article
    ISSN: 1681-7028
    Language: German
    Note: Literaturangaben
    FIS Link: 1135816
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  • 2
    Keywords: Case Study ; Fallstudie ; Medienforschung ; Klassenraum ; Lehrerfortbildung ; Didaktik ; Unterrichtsforschung ; Video ; Unterricht ; Dialog
    In: Orbis scholae, Bd. 9 (2015) H. 2, S. 9-34, 1802-4637
    Description / Table of Contents: The present case study illustrates a teacher who participated in a one-year, video-based, teacher professional development (TPD) program on classroom dialogue. This study expands the field of research on TPD by presenting the longitudinal results of Laura's teaching performance, her students' engagement in classroom dialogue, and their higher order learning perceptions. Additionally, a reflection of her participation in the TPD provides more insights into the role of TPD programs for individual teacher learning. Results revealed that Laura constantly changed her questioning and feedback behavior in terms of providing her students with more questions that foster elaboration of knowledge and feedback, which scaffolds students' learning processes. As a consequence, more students in Laura's classroom elaborated on their knowledge, which was reflected by a positive change in student higher order learning perceptions. Her reflection showed that the video tool and a mindful facilitation of the TPD program were of great value for Laura's positive learning experience. (Orig.).
    Type of Medium: Online Resource
    Pages: Illustrationen
    ISSN: 1802-4637
    Language: English
    Note: Tabelle , Literaturangaben S. 31-34
    FIS Link: 1132224
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  • 3
    Keywords: Autonomie ; Lehrer ; Lehrerausbildung ; Didaktik ; Video ; Unterricht ; Diskurs ; Studie
    In: European journal of psychology of education, Bd. 33 (2018) H. 2, S. 377-402, 1878-5174
    Description / Table of Contents: The present study investigates whether productive classroom discourse in the form of instructional and motivational classroom discourse (Turner et al., Journal of Educational Psychology 94: 88-106, 2002) provides a supportive social context for students that fosters the fulfilment of the basic psychological needs of autonomy and competence (Meyer and Turner, Educational Psychologist 37(1): 17-25, 2002; Ryan and Deci, Contemporary Educational Psychology 25(1): 54-67, 2000). In order to explore this, we studied the ways in which a teacher professional development programme (Dialogic Video Cycle; Gröschner et al. 2015) might affect the quality of teachers' instructional and motivational discourse. The programme provided video-based professional development on productive classroom discourse for an entire school year. During the same period of time, we explored changes in students' perceptions of autonomy and competence support and possible implications for students' intrinsic learning motivation. The study followed a two-group field-experiment design; 10 STEM classes participated (N = 226 students). The intervention group (IG) was compared to a control group (CG), which participated in traditional professional development on classroom discourse (IG: n Students = 136, n Teachers = 6; CG: n Students = 90, n Teachers = 4). The results show significant group differences in the development of instructional and motivational discourse throughout the school year, resulting in significant benefits for the IG. Furthermore, the students experienced their teachers as more autonomy- and competence-supportive throughout the year, leading to increased experiences of self-determination and intrinsic learning motivation. The results are discussed in the light of recent research and theory. (Orig.).
    Type of Medium: Article
    ISSN: 1878-5174
    Language: English
    FIS Link: 1135814
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  • 4
    Keywords: Klassenraum ; Lehrerbildung ; Lehrerfortbildung ; Interesse ; Didaktik ; Unterricht ; Intervention
    In: Learning and instruction, Bd. 35 (2015) H. February 2015, S. 94-103, 0959-4752
    In: 1873-3263
    Description / Table of Contents: Student interest and motivation in STEM subjects has dropped significantly throughout secondary education, for which teacher-student interactions are named as a central reason. This study investigated whether a video-based teacher professional development (TPD) intervention on productive classroom discourse improved students' learning motivation and interest development over the course of a school year. The teachers' intervention group (IG; n = 6) was compared with a control group (CG; n = 4) who participated in a traditional TPD programme on classroom discourse. The teachers showed a significant increase in constructive feedback and decrease in simple feedback as a function of the treatment. Pre- and post-tests revealed that students in the IG (n = 136) significantly increased their perceived autonomy, competence and intrinsic learning motivation as compared with those in the CG (n = 90). They also showed significantly greater interest changes in the subjects compared with their peers in the CG. (Verlag).
    Type of Medium: Article
    ISSN: 0959-4752 , 1873-3263
    Language: English
    FIS Link: 1135833
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  • 5
    Keywords: Selbstkonzept der schulischen Begabung ; Klassenraum ; Kognitives Lernen ; Didaktik ; Video ; Unterricht
    In: Teaching and teacher education, Bd. 47 (2015) H. April 2015, S. 108-119, 0742-051X
    Description / Table of Contents: The present study investigated the effects of a teacher professional development program targeting the effects of productive classroom dialogue on students' perceived situational learning processes and cognitive elaboration strategies. The participants involved 136 students in an intervention group and 90 students in a control group; the results showed that professional development was effective for the intervention group in both dependent variables. Further differential analysis revealed that students with a low self-concept particularly benefited from the treatment, especially for their situational learning processes. The study contributes to systematic research on teacher professional development effectiveness and student learning. (Orig.).
    Type of Medium: Article
    Pages: Illustrationen
    ISSN: 0742-051X
    Language: English
    Note: Tabellen , Literaturangaben
    FIS Link: 1135835
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  • 6
    Keywords: Klassenraum ; Lehrerfortbildung ; Feed-back ; Didaktik ; Frage ; Video ; Unterricht
    In: Learning, culture and social interaction, Bd. 7 (2015) H. December 2015, S. 12-27, 2210-6561
    Description / Table of Contents: The present study investigated the extent to which two teacher professional development (TPD) programmes on classroom discourse, which differed systematically in their options for professional learning, would support teachers in changing their teaching routines regarding the levels of 1) teacher questions, 2) student answers and 3) teacher feedback. An initial comparison revealed that the video-based programme Dialogic Video Cycle (DVC) supported teachers in making significant changes regarding the level of feedback. Concerning the levels of teacher questions and student answers, no significant changes could be found between the first programme and the second programme: the Advanced Traditional Programme. To further understand the DVC's role as a professional teacher learning opportunity and to acknowledge classrooms as individual contexts for the implementation of new knowledge, the individual practice changes of DVC participants were analysed. The results showed a rather heterogeneous picture at the level of teachers' questions, which supports the heterogeneous changes in students' answers. Individual changes in teachers' level of feedback were more homogeneous. The results are backed by excerpts of the qualitative discussions from the DVC workshops and teacher reflections. These data illustrate the role of video as a cultural tool for mediating the interactions between classroom and workshop contexts. (Verlag).
    Type of Medium: Article
    ISSN: 2210-6561
    Language: English
    FIS Link: 1135834
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  • 7
    Keywords: Förderung ; Lehrerbildung ; Didaktik ; Video ; Unterricht ; Weiterentwicklung
    In: Gruppendynamik & Organisationsberatung, Bd. 45 (2014) H. 3, S. 273-290, 0046-6514
    In: 1618-7849
    In: 1862-2615
    Description / Table of Contents: In teacher professional development (PD), the component of collaborative participation among teachers is emphasized. Especially in video-based PD programs, the role of building up a teacher learning community and a trustful exchange among group members is important. Since general rules for productive collaboration do not exist at the beginning of a PD program, the role of a facilitator is pivotal for the successful development of a teacher learning community. In this paper, we present a new video-based PD program, the "Dialogic Video Cycle" (DVC), focusing on the improvement of classroom dialogue. In describing the DVC and the facilitation actions ("moves"), we highlight the role of the facilitator as mindful in providing teachers with new knowledge and with guiding the exchange among teachers about teaching practices and reflections. Results of a final evaluation of the program showed positive perceptions of the facilitation approach in the video-based PD program. (Orig.).
    Type of Medium: Article
    ISSN: 0046-6514 , 1618-7849 , 1862-2615
    Language: English
    FIS Link: 1135838
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  • 8
    Keywords: Lehrer-Schüler-Beziehung ; Schüler-Lehrer-Beziehung ; Intrinsische Motivation ; Kognitives Lernen ; Didaktik ; Video ; Unterricht
    In: Learning and individual differences, (2014) H. 32, S. 132-139, 1041-6080
    Description / Table of Contents: Verbal teacher-student interactions and student characteristics are meaningful for student learning and motivation. In this study, we investigated how teacher questions and feedback in relation to individual student characteristics and gender predict cognitive learning activity and intrinsic learning motivation. The sample included N = 79 randomly selected high school physics classrooms in Germany and Switzerland. Individual student characteristics (cognitive abilities, pre-knowledge, self-concept, and interest) were assessed at the beginning of the school year to identify five student profiles. Four months later, a teaching unit was videotaped in the same classrooms. After the teaching unit was videotaped, a questionnaire on cognitive learning activity and intrinsic learning motivation was administered. Two-level hierarchical models showed that deep-reasoning teacher questions and feedback positively predicted both dependent variables and the student profiles revealed predictive power for both aspects. Girls reported less cognitive learning activity. Our results indicate that teaching skills should be fostered to enhance teachers in asking questions and providing feedback. (Orig.).
    Type of Medium: Article
    ISSN: 1041-6080
    Language: English
    FIS Link: 1135839
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  • 9
    Keywords: Didaktik ; Video ; Videoanalyse ; Unterricht
    In: Friedrich-Jahresheft, (2012) H. 30, S. 20-22, 0176-2966
    Type of Medium: Article
    ISSN: 0176-2966
    Language: German
    FIS Link: 1135842
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  • 10
    Keywords: Forschungsmethode ; Gender ; Lehrer-Schüler-Beziehung ; Interaktion ; Didaktik ; Video ; Unterricht
    In: Learning and instruction, Bd. 23 (2013) H. February 2013, S. 33-42, 0959-4752
    Description / Table of Contents: This study investigated how student characteristics predict the nature of girls' and boys' verbal interactions with their teachers in physics classes. The sample included (N = 1378) students from 81 randomly selected high-school physics classrooms in Germany and the German-speaking part of Switzerland. At the beginning of the school year, the following student characteristics were assessed: cognitive abilities, pre-knowledge, self-concept, and interest. Each student was classified as having one of five profiles previously identified by Seidel (2006). Classroom instruction was videotaped four months after student characteristics were assessed. The videotaped classroom interactions were coded and analyzed with respect to the students' profiles. Multilevel analysis indicated the highest amount of verbal engagement for girls and boys with high-level cognitive and motivational-affective characteristics. There are significant interactions between student profile and gender for girls with high-level characteristics. We argue that the interaction between gender and other characteristics is a valuable predictor of verbal engagement in physics instruction. (Verlag).
    Type of Medium: Article
    ISSN: 0959-4752
    Language: English
    FIS Link: 1135841
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