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Professionalisierung fördern im Lehramt: Entwicklung eines reflexionsfördernden Sprachbildungsseminars mittels Design-Based Research
Facilitating professionalization in teacher education: developing a reflective language education seminar using design-based research
[journal article]
Abstract This paper presents the development, execution and evaluation of an integrative seminar model in teacher education (area: language-sensitive teaching), which was researched in two iterative cycles using design-based research (DBR). Advancing the professionalization of teachers, the seminar combined ... view more
This paper presents the development, execution and evaluation of an integrative seminar model in teacher education (area: language-sensitive teaching), which was researched in two iterative cycles using design-based research (DBR). Advancing the professionalization of teachers, the seminar combined professional learning with opportunities for reflection; advancing the professionalization of the academic and quality of teaching, the seminar was systematically developed further. The results pertaining to the seminar showed a mixed picture in the student evaluation of the previous knowledge, the benefit and the handling of the competence-promoting learning opportunities; individual case studies show different courses of competence acquisition. Methodologically, the DBR approach proved to be appropriate, although the diversity of the learning activities posed a challenge for a workable approach in the research; the cooperation between academic and researcher proved to be of central importance.... view less
Classification
Training, Teaching and Studying, Professional Organizations of Education and Pedagogics
Free Keywords
Design-Based Research; Hochschullehre Praxisforschung; Lehrkräftebildung; Professionalisierung; Reflexionskompetenz; Sprachbildung; Teacher Education; language education; professionalization; reflective competence
Document language
German
Publication Year
2020
Page/Pages
p. 529-538
Journal
die hochschullehre, 6 (2020)
ISSN
2199-8825
Status
Published Version; peer reviewed
Licence
Creative Commons - Attribution-Noncommercial-No Derivative Works 4.0