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Irina Rosa Kumschick Valentina Piwowar Diemut Ophardt Victoria Barth Katharina Krysmanski Felicitas Thiel 《Zeitschrift für Erziehungswissenschaft》2017,20(1):93-113
The following study aims to explore whether a video- and problem-based learning (PBL) environment can be improved using cognitive tools. Our hypothesis is that direct instructions in a PBL setting enhance pre-service teachers’ learning outcomes in classroom management. To answer this research question, we implemented a pre-post-design within which we assigned 237 master students to two learning environments: Classic problem-based learning (PBL), where students acquired central theoretical concepts and empirical findings on dealing with disruptions in groups (n = 113) or instructed problem-based learning (I-PBL), where students received extensive theoretical instructions (n = 124) during the first two seminar sessions. In the framework of a longitudinal self-report assessment we found that (1) teacher self-efficacy in the subscales “student engagement”, “instruction” and “classroom management competencies” increased in students of both groups. The highest increase was found in classroom management competencies. (2) In the evaluation with an objective measure students participating in the I?PBL group showed greater knowledge than students in the PBL group (multiple-choice test), and (3) regarding motivational processes students in the PBL group reported a higher degree of identification than students in the I?PBL group. 相似文献
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In this paper standards and recent trends in video-based teaching and learning research are presented. Three trends are described: 1. Methodological advances in using video for measuring processes of teaching and learning. 2. Using video for improving teacher education. 3. Embedding video sequences as stimuli in tests for assessing professional teacher competencies. The trends are based on the state-of-art in video-based research. Common standards are described and recent developments are identified. As a conclusion the authors argue for evidence-based use of video in teaching and learning research. This includes further efforts in providing basic research regarding specific effects of video on the acquisition of professional competencies. 相似文献
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Felicitas Thiel Jasmin Tarkian Harm Kuper 《Zeitschrift für Erziehungswissenschaft》2016,19(3):481-485
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G. Felicitas Munzel 《Educational Philosophy and Theory》2019,51(13):1351-1360
AbstractTo perfect human beings with an innate propensity for radical evil is a formidable task. Kant explicitly says that the propensity for evil is not eradicable; it is rooted in human nature, specifically in the human power of choice-making. The task is to reorient the natural order of choice-making (which derives its maxim from an object of the inclinations), to the moral order that takes the moral law as its supreme principle. I explicate the role of a specific capacity of the human subjective side of judging in this process; namely, of ‘mind’ in its sense as Gemüt. While human willing and choice-making are subject to the influence of sensuousness (the inclinations and passions), Gemüt is a capacity of sensibility (Sinnlichkeit) that allows the human subject to enjoy the feeling of being pleased in the fulfillment of duty. Its four specific aesthetic preliminary concepts of responsiveness to concepts of duty – moral feeling (as respect for the law), conscience, love of humanity, and respect for oneself (self-esteem) – must be cultivated in order to make objective practical reason also subjectively practical. Thereby one secures a bulwark against the ineliminable propensity for evil whose first effect is to destroy inner moral integrity. 相似文献
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Several concepts have been developed to implement research-oriented teaching in higher education in the last 15 years. The definition of research competences, however, has received minor attention so far. Some approaches to modeling research competences describe these competences along the research process but either focus on a specific academic discipline and/or specific facets or offer no empirical verification for cross-disciplinary approaches. We have developed a new approach to model research competences across various academic disciplines in form of a competence model—the RMRC-K-model. This model comprises five dimensions: skills in reviewing the state of research, methodological skills, skills in reflecting on research findings, communication skills, and content knowledge. In this study, we present an instrument (R-Comp) developed on the basis of this cross-disciplinary competence model. The factorial structure of the R-Comp was examined with data from 391 university students in three groups, either enrolled in a Bachelor’s degree, Master’s degree, or a PhD program. The sample represented various academic disciplines. Results from confirmatory factor analyses supported the hypothesized structure of the R-Comp for the five dimensions in accordance with the RMRC-K-model. Additionally, results provided evidence for a more detailed differentiation of all dimensions with sub-dimensions reflecting theorized facets of the model. Both Cronbach’s α and construct reliability H indicated overall good reliability. Despite limitations to this study, there is some first evidence of a valid and reliable assessment of student research competences. 相似文献
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Prof. Dr. Felicitas Thiel Dipl.-Psych. Sabine G. Richter Dr. Diemut Ophardt 《Zeitschrift für Erziehungswissenschaft》2012,15(4):727-752
Classroom management is one of the most important factors regarding the quality of teaching, because effective classroom management contributes to maximizing time on task. In an expert-novice study, strategies and interventions of effective classroom management were explored. Videotaped lessons of eleven experts and six novice teachers were analyzed comparatively, sequence by sequence. The study focused on transitions between seatwork or groupwork and two-way-presentations. The results strengthen the hypothesis that experts?? performance differs significantly from the performance of novices. Experts not only notice students?? difficulties in following the program of action at an early stage, but they also use many different strategies and interventions to direct the activity flow continuously and to activate the whole class. In comparison, novices often disrupt the timeflow themselves, they focus their attention selectively on parts of the class, and they are more prone to becoming absorbed when interacting with single students. An important aspect of experts?? competence is that they are able to intertwine single interventions. To put it another way: experts orchestrate their interventions virtuously. 相似文献
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Lars Gabrys Christian Thiel Gert Saborowski Lutz Vogt Winfried Banzer 《Sportwissenschaft》2013,43(1):12-19
Although sports clubs, associations and health insurance companies offer a wide range of exercise programs, several target groups, such as groups with low socioeconomic status struggle to overcome barriers for participation. The aim of this paper is to show the need for, as well as the prospects of structured physical activity counselling for specific target groups provided by exercise specialists. This successful approach to promote physical activity is described detailed in the group of long-term unemployed persons over 50 years in a job centre setting. A close cooperation with established local exercise programs is intended. Deficits and requirements of physical activity counselling in primary health care settings are adopted and transferred into the theory-based public health strategy. This approach has the potential to create a new field of work for exercise and health professionals in the field of primary prevention. 相似文献