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König Johannes Blömeke Sigrid Jentsch Armin Schlesinger Lena née Nehls Caroline Felske Musekamp Frank Kaiser Gabriele 《Educational Studies in Mathematics》2021,107(1):189-212
Educational Studies in Mathematics - It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it... 相似文献
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Sigrid Brogaard-Clausen Sue Robson 《International Journal of Early Years Education》2019,27(4):345-359
ABSTRACTFriendship matters for young children’s development, learning and experience of wellbeing. This paper emphasises the significance of young children’s friendships for their wellbeing, especially in the context of early years settings. Findings are presented from two online questionnaires developed for the project, in which 155 parents/carers and 285 practitioners in England expressed their perceptions of what matters for young children’s wellbeing. Data shows some ambivalence in the views of both parents/carers and practitioners about the importance of friendship in this context. Both groups gave low prioritisation to ‘the company of friends’ for children’s wellbeing. As friendships are of central importance to young children themselves, this could suggests that adults and children may have different priorities, which raises questions about the extent to which young children’s friendships are seen as important by adults. The paper concludes by proposing the need for practitioners in particular, but also parents, to consider their roles and priorities for children’s lives within schools and nurseries, including how they might sensitively support and facilitate children’s friendships in play, activities, transition and everyday life. 相似文献
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Sigrid B. H. Olthof Wouter G. P. Frencken Koen A. P. M. Lemmink 《Journal of sports sciences》2018,36(14):1557-1563
Small-sided games (SSGs) are used in training sessions to prepare for full-sized matches. For the same number of players, smaller pitch sizes result in decreased physical performance and shorter interpersonal distances. A relative pitch area derived from the full-sized match results in larger pitch sizes and this may increase the fit between SSGs and full-sized matches. This study aimed to investigate SSGs with a traditional small pitch and a match-derived relative pitch area in youth elite soccer players. Four age categories (under-13, under-15, under-17 and under-19) played 4 vs. 4 plus goalkeepers on a small (40x30m, 120m2 relative pitch area) and large pitch (68x47m, 320m2 relative pitch area). The number of games per age category ranged 15–30. Positional data (LPM-system) were collected to determine physical (total distance covered, high intensity distance and number of sprints) and team tactical (inter-team distance, LPW-ratio, surface area, stretch indices, goalkeeper-defender distance) performance measures and tactical variability. On a large pitch, physical performance significantly increased, inter-team and intra-team distances were significantly larger and tactical variability of intra-team distance measures significantly increased. The match-derived relative pitch area is an important training manipulation and leads to changes in physical and tactical performance 4 vs. 4 plus goalkeepers. 相似文献
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Prof. Dr. Sigrid Blömeke Prof. Dr. Johannes König Dr. Andreas Busse Dr. Ute Suhl Jessica Benthien Prof. Dr. Martina Döhrmann Prof. Dr. Gabriele Kaiser 《Zeitschrift für Erziehungswissenschaft》2014,17(3):509-542
The transition from teacher training into the teaching profession is seen to be key in the biography of a teacher. Yet there is a lack of enquiry into the development of the content knowledge (CK) and pedagogical content knowledge (PCK) held by teachers at the end of their education, and into the significance of this knowledge for situational and behavioural cognition. On the basis of data from the international comparative study TEDS-M 2008 and the Germany-based 2012 follow-up, this contribution investigates the knowledge and skills development of teachers during the transition from teacher training to the teaching profession in a four-year longitudinal study with n = 171 mathematics teachers. Three test formats (paper-and-pencil, video-vignettes and speed tests) are used to examine various indicators for teacher expertise. In addition to the analysis of changes in mathematical CK and PCK levels, path analysis is used to determine the extent to which this knowledge functions as a predictor for the perception and interpretation of classroom situations, the decision-making in these situations, and the quick identification of student mistakes. The results show only small changes in the group mean (for MCK there is a small loss, whereas MPCK remains constant), but high fluctuation (i. e. weak correlation) in the MPCK ranking between the two measurement occasions, pointing to differential learning effects gained from teaching practice. There are also significant differences in predictability: MCK is important for the speed indicators of teacher expertise; MCK and MPCK for the perception and interpretation of situations, and for the generation of action strategies. These findings can on the one hand help to facilitate the evaluation of beginning teachers’ need for support and, on the other hand, they indicate the necessity for the early integration of practice-based elements into teacher training programmes with the aim of developing PCK and related skills. 相似文献
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Sigrid Blömeke Oliver Thiel Lars Jenßen 《Scandinavian Journal of Educational Research》2019,63(4):506-519
This article examines the stability of Norwegian prospective preschool teachers’ enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, the stability of the two constructs across countries was examined through a comparison with Germany. The data revealed partial stability (technically speaking, metric invariance) of enjoyment but not of self-efficacy. Self-efficacy increased significantly before and after the examination without decreasing enjoyment, which may be a result of increased learning time. Prior mathematical knowledge predicted the level and development of enjoyment and self-efficacy in both countries. Many Norwegian students reported low mathematics-related enjoyment and self-efficacy, including negative developments. It may be important to provide positive experiences of mathematical activities during preschool teacher education. 相似文献
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Sigrid Blömeke Patricia Klein 《International Journal of Science and Mathematics Education》2013,11(4):1029-1048
This study examines the hypothesis that the more support beginning mathematics teachers perceive and the better they evaluate the management of their school, the higher their teaching quality is. Indicators of teaching quality were how the teachers, who were in their third year in the profession, regarded themselves able to cope with the challenges of mathematics instruction and generic tasks like classroom management and how satisfied they were with their job. Indicators of support were the level of appraisal and autonomy the teachers reported. School management indicators were the administrative leadership of the principal and the climate of trust as perceived by the teachers. Our results reveal that teacher support plays an important role in the quality of beginning mathematics teachers. All quality indicators improved significantly if beginning teachers reported more appraisal and autonomy. A climate of trust plays an important role for the extent of autonomy perceived. Administrative leadership was significantly related to the amount of appraisal the teachers reported. Our results provide important information on how to steer a school so that the quality of beginning mathematics teachers is maximized. 相似文献
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Sigrid Blömeke Ute Suhl Martina Döhrmann 《International Journal of Science and Mathematics Education》2013,11(4):795-817
The “Teacher Education and Development Study in Mathematics” assessed the knowledge of primary and lower-secondary teachers at the end of their training. The large-scale assessment represented the common denominator of what constitutes mathematics content knowledge and mathematics pedagogical content knowledge in the 16 participating countries. The country means provided information on the overall teacher performance in these 2 areas. By detecting and explaining differential item functioning (DIF), this paper goes beyond the country means and investigates item-by-item strengths and weaknesses of future teachers. We hypothesized that due to differences in the cultural context, teachers from different countries responded differently to subgroups of test items with certain item characteristics. Content domains, cognitive demands (including item difficulty), and item format represented, in fact, such characteristics: They significantly explained variance in DIF. Country pairs showed similar patterns in the relationship of DIF to the item characteristics. Future teachers from Taiwan and Singapore were particularly strong on mathematics content and constructed-response items. Future teachers from Russia and Poland were particularly strong on items requiring non-standard mathematical operations. The USA and Norway did particularly well on mathematics pedagogical content and data items. Thus, conditional on the countries’ mean performance, the knowledge profiles of the future teachers matched the respective national debates. This result points to the influences of the cultural context on mathematics teacher knowledge. 相似文献
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Dialogue conferences and empowerment: transforming primary education in Tanzania through cooperation
In this article we present and discuss experiences developed through a dialogue conference which we organised as part of a three-year participatory action research project related to primary education and agricultural education in Tanzania. We explore how dialogue conference as a research method can fill a gap between traditional ways of mutual problem-solving in Tanzania and research. Talking and sharing ideas is important for problem-solving, but the research demonstrated the need for a concrete base for the dialogue. After direct exposition to the local school practice, participants became more responsible and responsive to their environment. The participants agreed upon an action plan and distributed the responsibilities to implement the plan between themselves. The results show that the method opened up for uniting cooperative learning and research among participants and enabled the democratisation of knowledge creation and sharing. We argue that taking cultural conditions and concretisation of local challenges into consideration is important for harnessing the potential of the method in community development-oriented research. 相似文献