| 2 |
Demokratie lernen in der Schule. Politische Bildung als Aufgabe für alle Unterrichtsfächer
|
|
|
|
In: Münster ; New York : Waxmann 2020, 234 S. - (Salzburger Beiträge zur Lehrer/innen/bildung; 9) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
|
|
|
|
In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Growing the Youth of Tomorrow: Applying Leadership Skills in a Hands-On Effort for Food Security
|
|
|
|
In: National Youth Advocacy and Resilience Conference (2019)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Zeitgemäßes Sprachenlernen. Herausgforderungen beim Einsatz neuer digitaler Technologien ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Teacher Evaluation in an Urban Setting: A View from the Trenches
|
|
|
|
In: Dissertations (2017)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Zeitgemäßes Sprachenlernen. Herausgforderungen beim Einsatz neuer digitaler Technologien
|
|
|
|
In: Magazin erwachsenenbildung.at (2017) 30, 9 S. (2017)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Lernwirksame Unterrichtsbesprechungen im Praktikum. Nutzung von Lerngelegenheiten durch Lehramtsstudierende und Unterstützungsverhalten der Praxislehrpersonen
|
|
Futter, Kathrin. - : Verlag Julius Klinkhardt, 2017. : Bad Heilbrunn, 2017. : pedocs-Dokumentenserver/DIPF, 2017
|
|
In: Bad Heilbrunn : Verlag Julius Klinkhardt 2017, 287 S. - (Studien zur Professionsforschung und Lehrerbildung) - (Diss., Univ., Zürich, 2016) (2017)
|
|
Abstract:
Unterrichtspraktika gelten als Kernelement zur Entwicklung berufspraktischer Kompetenzen und werden von Lehramtsstudierenden als wertvolle Lernorte betrachtet. Einen wesentlichen Einfluss auf das Lernen der Studierenden stellt dabei die Betreuung durch die Praxislehrpersonen im Rahmen von Unterrichtsbesprechungen dar. Die vorliegende Studie untersucht, wie solche Unterrichtsbesprechungen lernwirksam gestaltet werden können. Grundlage hierfür sind 61 videografierte Unterrichtsbesprechungen zwischen Praxislehrpersonen und Lehramtsstudierenden der Sekundarstufe I in der Schweiz. Zur Erfassung des Lernens der Studierenden und des Unterstützungsverhaltens der Praxislehrpersonen wurde ein eigens entwickeltes, differenziert konzipiertes Kategoriensystem eingesetzt. Die Analysen ergaben, dass ein Gesprächsstil, der nur mäßig direktiv gestaltet ist und den Studierenden vergleichsweise viele Möglichkeiten bietet, ihre eigenen Themen ins Gespräch einzubringen, das Lernen nachweislich zu unterstützen vermag. Zudem verwenden Praxislehrpersonen in lernwirksamen Unterrichtsbesprechungen vermehrt modale Satzkonstruktionen, um auf diese Weise den Möglichkeitsraum des Gesprächs zu vergrößern. Hinsichtlich der Interaktionsmuster zeigte sich, dass es vor allem dialogische Gesprächssequenzen mit Ko-Konstruktion sind, die das Lernen der zukünftigen Lehrpersonen besonders fördern. (DIPF/Orig.) ; Internships are widely regarded as a key element in the process of developing practical teaching skills. Pre-service teachers usually consider them to be important learning settings. Owing to this intermediate position, internships offer valuable opportunities to link theoretical knowledge and situated field experience. One component that substantially contributes to a successful internship and at the same time exerts a considerable influence on the interns’ learning is the support provided by schoolbased mentor teachers. In this connection, also one-to-one lesson conferences, performing the function of a platform for an exchange about teaching, can be deemed to be an important source of learning. An exploration of how learning in this particular setting proceeds and of how mentor teachers support their interns in the context of lesson conferences lay at the heart of this study. …The quantifying conversation analyses were based on 783 thematically distinct and separable sequences, so-called „potential learning opportunities“. They had been identified in a sample of 61 video-recorded lesson conferences … held between school-based mentor teachers and pre-service teachers. … The analyses revealed that a conversation style that is only moderately directive and provides the interns with the opportunity to bring up topics themselves tends to be conducive to learning. Furthermore, the mentor teachers uttered more modal structures in the context of potential learning activities that contained indicators of learning. By doing so, they linguistically extended the space of possibilities within the dialogue, and thus opened up the discussion to negotiation and the consideration of alternative proposals. Concerning the interaction patterns, an already well corroborated result could be replicated once more: especially dialogic sequences with co-constructive elements are likely to enhance pre-service teachers’ learning in lesson conferences. (DIPF/Orig.)
|
|
Keyword:
Betreuungslehrer; ddc:370; Dialog; Dialogue; Education; Educational setting; Erziehung; Gesprächsanalyse; Lehramtsstudent; Lower level secondary education; Lower secondary; Lower secondary education; Practical training in school; Practice period at school; Schul- und Bildungswesen; Schulpädagogik; Schulpraktikum; Schweiz; Secondary education lower level; Sekundarstufe I; Student teachers; Switzerland; Unterrichtsberatung; Videoanalyse
|
|
URL: http://nbn-resolving.de/urn:nbn:de:0111-pedocs-130485
https://www.pedocs.de/volltexte/2017/13048/
https://www.pedocs.de/volltexte/2017/13048/pdf/Futter_2017_Lernwirksame_Unterrichtsbesprechungen_im_Praktikum.pdf
|
|
BASE
|
|
Hide details
|
|
|
| 9 |
Goal Setting and Choice on Student Motivation
|
|
|
|
In: Masters of Arts in Education Action Research Papers (2017)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
A pre–post intervention study investigating the confidence and knowledge of health professionals communicating with people with aphasia in a metropolitan hospital
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
The Effects of Student Self-assessment with Goal Setting on Fourth Grade Mathematics Students: Creating Self-regulating Agents of Learning
|
|
|
|
In: Doctoral Dissertations and Projects (2015)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
How students engage in environmental science learning and engineering design across settings
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Goal Setting: Enhancing Academic Attitudes and Achievement in High School Gifted Underachievers
|
|
|
|
In: Sivaraman, Rhonda Czapla. (2012). Goal Setting: Enhancing Academic Attitudes and Achievement in High School Gifted Underachievers. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/5vc6d79c (2012)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Goal Setting: Enhancing Academic Attitudes and Achievement in High School Gifted Underachievers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Goal Setting: Enhancing Academic Attitudes and Achievement in High School Gifted Underachievers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
A comparison of client and therapist goals for people with aphasia: a qualitative exploratory study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Goals and Objectives of Successful Adult-Degree-Completion Students in the School of Continuing Studies at East Tennessee State University.
|
|
|
|
In: Electronic Theses and Dissertations (2010)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
College Bound Divergent Learners
|
|
|
|
In: SoTL Commons Conference (2010)
|
|
BASE
|
|
Show details
|
|
|
|
|
