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Getting the fish out of the water: Considering benefits and problems of doing research on teacher education at an international level 总被引：3，自引：0，他引：3
Structure and content of teacher education depend on a deeper rationale, which is a result of cultural boundaries. At the same time teaching is a cultural practice that differs across countries. Like the water in the fish's tank, such cultural givens are too often invisible as we debate research designs. In this article, we focus in particular on the understanding of three main components of teacher education: mathematics, mathematics pedagogy and general pedagogy, and on juxtaposing two extreme models: Germany and the US. It turns out that benefits and problems of international comparisons are closely related to each other. 相似文献
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Prof. Dr. Sigrid Metz-G?ckel Dipl.-Sozialw. Marion Kamphans Dr. Antonia Scholkmann 《Zeitschrift für Erziehungswissenschaft》2012,15(2):213-232
The following article gives an overview on the research on teaching effectiveness and teaching quality. It starts with a glance back to the early programmatic demands formulated in the 1970s concerning teaching in higher education and sketches the development towards the current research strands. A special focus will be given to theoretical and methodological aspects of researching quality of teaching in higher education. We then will draw upon examples of state-of-the-art research in the respective construct. These examples can be clustered into (a) evaluation of teaching quality and measurement of key competency acquisition, (b) research on the efficacy of inquiry-based vs. lecture-based teaching and (c) action research into teaching and learning in higher education 相似文献
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Sigrid Blömeke Ute SuhlGabriele Kaiser Martina Döhrmann 《Teaching and Teacher Education》2012,28(1):44-55
First findings of IEA’s “Teacher Education and Development Study in Mathematics (TEDS-M)” had revealed differences in the demographic background, opportunities to learn (OTL), and outcomes of teacher education between student teachers from different countries. Two hypotheses are examined: OTL and teacher background are significant predictors of mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as outcomes. OTL effects are partly mediated by differential student teacher intake. Data from multi-level models support our hypotheses with respect to gender, high-school achievement, motivation, OTL in mathematics and the mediating effect of student teacher intake. Background affects only MCK but not MPCK. 相似文献
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Leoniek Wijngaards-de Meij Sigrid Merx 《International Journal for Academic Development》2018,23(3):219-231
Curriculum alignment is crucial in realizing learning objectives, but in higher education the alignment is often challenged by practical problems. The adverse effect of misalignment is further amplified by the lack of student awareness of their position within the curriculum. We argue for the importance of the visibility of learning trajectories across the curriculum and discuss the implementation of a digital curriculum mapping tool. We use four case studies to discuss how the tool was employed along four themes: curriculum development, visibility, assessment, and learning enhancement. This article discusses the pitfalls and best practices in the process of introducing a new method of enhancing curriculum visibility. 相似文献
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Kirsti Marie Jegstad Sigrid Marie Gjøtterud Astrid Tonette Sinnes 《Journal of Adventure Education & Outdoor Learning》2018,18(2):99-114
In this paper, we explore how a Norwegian teacher education institution promotes education for sustainable development (ESD) through a residential field course. The residential field course was located in a mountain area and data were collected through participant observation. The data included—together with instructional artefacts—evaluation schemes and assignments written by the student teachers, and the analysis was based on categories for science ESD. Through exemplary teaching experiences in an outdoor environment and pupil-active teaching methods, such as inquiry learning and phenomenon-based teaching, the student teachers gained experience in outdoor education and of stepping into the unknown in a safe learning environment. This was further connected to ESD pedagogy. 相似文献
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Sigrid Luchtenberg 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(4):405-426
Zusammenfassung Die Situation ausländischer Kinder in deutschen Regelklassen im Primarstufenbereich wird am Beispiel eines türkischen Erstkläßlers vorgestellt. Aus dieser Beschreibung eines Schultags ergibt sich die Feststellung, daß ausländische Kinder aufgrund soziokulturell fremder Inhalte dem Unterricht kaum folgen können und daß deutsche Kinder kaum etwas über die Lebensumwelt ihrer ausländischen Mitschüler erfahren. Beide empfinden gegenseitiges Fremdsein, aus dem leicht Diskriminierung entstehen kann. Es wird gezeigt, wo die besonderen Probleme der einzelnen Unterrichtsfächer (vor allem Deutsch und Sachkunde) liegen und Vorschläge entwickelt, wie durch einfache Änderungen und Erweiterungen eine Situationsverbesserung erreichbar wird. Ein gegenseitiges besseres Kennenlernen der kulturellen Hintergründe sollte Diskriminierungstendenzen entgegenwirken und zu größerer Toleranz führen als einer wesentlichen Komponente einer multikulturellen Gesellschaft.
Ich danke den anonymen Referenten für wichtige Hinweise zur Überarbeitung des ursprünglichen Manuskripts. 相似文献
The situation of migrant children in German multicultural primary schools is considered with the help of an example of a Turkish boy (6+). This consideration shows that such children are poorly prepared to follow the conventional lessons because of their sociocultural contents. In addition, it demonstrates that German children get to know nearly nothing about the cultural background of the migrant children in their class. Both groups of children remain foreign to each other. Such a situation may give rise to discrimination. The article continues by examining various problems of such different subjects of instruction as, e.g., German language, environmental education etc. Proposals are made as to how the situation may be improved already by simple modifications of current habitudes of education. Knowledge of each other's cultural background will not only avoid subsequent discrimination, but will also lead to more tolerance which is an important factor in a multicultural society.
Résumé L'article examine la situation des enfants des migrants dans les écoles élémentaires allemandes à partir de l'exemple d'un garçon turc (6 ans). On voit facilement que ces enfants ne sont guère préparés à suivre les leçons à cause des matières socioculturelles. On remarque également que les enfants allemands n'apprennent presque rien de la culture des migrants. Les deux groupes d'enfants restent étrangers les uns pour les autres. Une telle situation peut facilement conduire à la discrimination des migrants. L'article continue en montrant des problèmes différents soulevés par les disciplines scolaires comme l'Allemand, l'Education environmentale etc., pour des enfants des migrants. L'auteur fait des propositions pour améliorer la situation par des modifications simples. Connaître la culture de l'autre groupe n'empêche pas seulement la discrimination mais accroit également la tolérance ce qui constitue un facteur important dans une société multiculturelle.
Ich danke den anonymen Referenten für wichtige Hinweise zur Überarbeitung des ursprünglichen Manuskripts. 相似文献
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The aim is to describe the development of achievement in compulsory school in the Nordic countries from the 1960s. The study relies on published results concerning literacy and numeracy from the international large-scale assessments between 1964 and 2012. Among others, the following conclusions are drawn: (1) for most countries, a small but consistent increase in the level of achievement was observed from the mid-1970s to around 1990 for both literacy and numeracy; (2) Finland improved literacy performance dramatically between the mid-1980s and the mid-1990s, which is hypothesized to be associated with the introduction of part-time special education; (3) for all countries performance declined from the late-1990s/early-2000s, which is hypothesized to be due to different factors in different countries. 相似文献