In: Journal für LehrerInnenbildung, 2012, vol. 12, no. 3, p. 39-45.
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In: Beiträge zur Lehrerbildung, 2010, vol. 28, no. 1, p. 6-19
In this introductory article, we contextualize teaching materials (e.g. textbooks, resource packs etc.) as instruments of teaching and learning, and discuss their relevance at different levels of the educational process. Showing some of their basic functions, we emphasize the importance of a refl ected use of teaching materials in the classroom. We also discuss their relevance as instruments in...
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In: Empirische Pädagogik, 2010, vol. 24, no. 1, p. 42-54
This article examines the availability of empirical findings that cast light on the teacher’s role in the context of homework. The determinants of homework behavior are considered in terms of teacher beliefs, on the one hand, and students’ individual abilities and characteristics, on the other. Gaps in the research are identified with respect to the potential influences of teacher training,...
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In: Beiträge zur Lehrerbildung, 2009, vol. 27, no. 1, p. 93 - 103
How to develop teaching competencies that meet research-based standards of effective teaching is the guiding question at the core of initial teacher education, teacher induction and in-service professional development. There is a growing consensus that such competencies can be advanced significantly in practice-based settings in which (future) teachers are assisted through qualified coaching...
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In: Schweizerische Zeitschrift für Bildungswissenschaften, 2004, vol. 26, no. 2, p. 343-364
The following article reports about the construction of a questionnaire which measures the patterns of interest in professional reflection during their teacher training. Three conceptual factors are relevant: (a) interest in reflection (IR), (b) distance from theory (DT) and (c) pragmatism (P). Following several pilot studies, the questionnaire was tested in a random sample of 210 students. The...
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In: Beiträge zur Lehrerbildung, 2005, no. 3, p. 355-363
Dieser Artikel beschäftigt sich mit den Vorstellungen der Lehrkräfte an der Pädagogischen Hochschule (PH) Freiburg, die zum ersten Mal Diplomarbeiten begleiten. Zwölf von ihnen haben an einem halboffenen Gespräch teilgenommen, in welchem unter anderem Fragen im Zusammenhang mit der Art der Diplomarbeit und deren Betreuung besprochen wurden. Die Resultate zeigen, dass die Ausbildnerinnen ...
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