In the educational science network, video-based digital teaching-learning formats and ePortfolios are being developed and evaluated, which are intended to build up the skills of student teachers for productively dealing with the heterogeneity of students in the classroom. Four teaching and research priorities are pursued:
1) Diagnosis of initial learning situations and formative diagnosis in the classroom
2) Adaptive interviewing and individual learning support
3) Learning offers and formats in inclusive lessons
4) Promotion of students in the context of migration
Promotion of (specialist) didactic knowledge: an intervention study on professional error competence in experienced teachers
Goal of the sub-project:
Development and evaluation of further training measures for teachers at commercial vocational schools to promote their professional error competence (PFK)
Research questions:
- How does the PPR of practicing teachers change as a result of the further training?
- How does the perception of the students change concerning the PFK of their teacher?
- How well developed is the teacher’s ability to reflect on their PFK?
Study design:
Waiting for control group design
Measures / products:
Further training (3-part) on professional error competence of teachers
Target groups:
Teachers who teach accounting
Cultural sensitization through (international) reflection in teacher training and further education
Goal of the sub-project:
Supporting reflection in the first phase as well as in the second and third phases of teacher education:
… especially in the context of heterogeneity
… with a special focus on cultural awareness
… by creating opportunities for reflection, also in an international context, including digital media (video conferences, own video recordings, VIGOR)
Research questions:
- How do teachers benefit from different opportunities for reflection on their cultural sensitivity at all stages?
- Which method is best suited to sensitize (prospective) teachers to intercultural situations?
- What is the quality of the reflection of students and teachers?
- Which students/teachers take part in the seminar/further training?
- Do the teachers who take part in further training vs. the shadowing / counseling differ?
Study design:
- Since the 2019/20 winter semester, the seminar “Intercultural Sensitivity in Teaching” in educational sciences has been offered to student teachers, initially in attendance and then in virtual, asynchronous teaching formats. The course was scientifically monitored and evaluated in a pre-post design with a control group.
- Virtual workshops on intercultural communication and online lessons in synchronous, virtual teaching/learning formats were offered to teachers. In addition, web-based training is being developed and evaluated.
- In addition, collegial advisory rounds with interested teachers were organized and moderated.
- Due to the pandemic, an (international) exchange of experiences and best practice on online and hybrid teaching was offered. After short impulse lectures by experts, teachers were given the opportunity for moderated exchange.
Publications:
Hansen, M. & Mendzheritskaya, J. (2021). Fortbildung zum Einfluss von Kultur auf Schule und Unterricht. In C. Maurer, K. Rincke, L. Holzäpfel & F. Lipowsky (Hrsg.): Wie viel Wissenschaft braucht die Lehrerfortbildung – Arbeitsbündnisse im analogen und virtuellen Raum. Online-QLB-Tagung an der Universität Regensburg 2021 (S.28-31). Regensburg: Universität 2021.
Target groups:
teachers, students
Peer coaching as a method to promote cooperation between (prospective) teachers in inclusive teaching
Goal of the sub-project:
Promotion of multi-professional cooperation between (prospective) teachers of regular and special school teaching in inclusive education
Research questions:
To what extent are peer coaching approaches suitable for initiating cooperation and for promoting (prospective) teachers in dealing with heterogeneity? Which effects can be seen in relation to self-efficacy and attitudes to dealing with heterogeneity in the classroom, attitudes and implementation of cooperation and joint lesson planning and reflection?
Measures / products:
- Conception, testing and evaluation of a course and advanced training concept for multi-professional cooperation
- Further development of a peer coaching method for dealing with heterogeneity
- (Further) development and testing of digital self-learning units on the topics of teacher cooperation, formative diagnostics and support
- Development and testing of a digital tool to support teacher cooperation (Padlet)
- Research instruments: pre/post test to determine self-efficacy in dealing with heterogeneity and cooperation attitudes, analysis of coaching discussions and lesson plans
- Didactic approaches: peer coaching
Target groups:
- Teachers and pre-service teachers
Structure, development and promotion of the competence of (prospective) teachers to deal with heterogeneity in the classroom
Goal of the sub-project:
- Development of two test instruments, 1. to record knowledge about performance heterogeneity and 2. to record professional teaching perception of aspects of adaptive teaching (video vignette test)
- Development, implementation and evaluation of a video-based and practice-oriented teaching-learning format with relevance-generating reflection exercises, micro-teaching and feedback using the above-mentioned test instruments
Research questions:
- Can a reliable instrument be developed to record the professional perception of adaptive teaching by (prospective) teachers?
- Can the theoretically assumed dimensions of diagnosis and support also be separated empirically?
- Can the knowledge of (prospective) teachers on the topic of performance heterogeneity be reliably and validly recorded using a performance test (knowledge test with MC questions)?
- What are the connections between the professional perception of adaptive teaching, the knowledge of performance heterogeneity, the attitudes towards heterogeneity and the self-efficacy expectations of student teachers?[1]
- Are there differences in structure, the mean values and the connections with corresponding constructs between students, teachers in preparatory service and experienced teachers?
[1] In addition to the in-house development of the test instrument for professional perception for adaptive teaching, other instruments are used that are currently being developed or have already been developed: 1. knowledge test (Baier, Dignath & Kunter, in development); 2. Student teacher attitudes test on different dimensions of heterogeneity (Dignath et al., in press); 3. Test on self-efficacy expectations of (prospective) teachers for adaptive teaching (Meschede, Adl-Amini & Hardy, 2017).
- Effectiveness of the interventions
- Does participation in video-based, practice-oriented teaching-learning formats have an effect on the development of professional perception of adaptive teaching among student teachers?
- Which specific mechanisms of action can be identified for the effects of participation in practice-oriented teaching-learning formats (micro-teaching with / without role play)?
- Can teacher training students’ beliefs about the topic of performance heterogeneity be increased more effectively with an intervention to experience their own heterogeneity than with other interventions?
Study design:
- (Quasi-)experimental intervention studies in pre-post design (interventions = relevance intervention, micro-teaching with feedback)
- Cross-sectional correlative designs
Measures / products:
- Video-based and practice-oriented course with relevance-generating reflection exercise, micro-teaching and feedback
- Instrument for capturing knowledge about performance heterogeneity
- Digital video vignette test for professional perception of lessons on aspects of adaptive teaching
Target groups:
- Mainly students (1st phase)
- Current survey with experienced teachers (3rd phase)
Didactics of Sport
Goal of the sub-project:
The aim of the project is to enable (prospective) teachers, in a first step, to reflect on heterogeneity-sensitive physical education classes and, secondly, to professionalize them for such. The main objective is to make students aware of the differences between school physical education (with its usually heterogeneous student body) and “classic” club sport (with its usually homogeneous composition).
Research questions:
To what extent can a role and perspective change from athletes to physical education teachers be supported by a video-supported seminar and the perception of heterogeneity-sensitive physical education classes professionalized?
To what extent can reflection skills in the field of inclusive subject didactics be promoted by a simulation game?
Study design:
- Changing roles and perspectives: Carrying out a seminar training concept to clarify the roles of physical education teachers using a questionnaire on attitudes and attitudes in relation to heterogeneity and inclusion in physical education classes (instruments: HainSL, Meier, Ruin & Leineweber (2017) and attitudes towards heterogeneity in physical education classes, Thomas & Leineweber (2018)). Conducted at three measurement times (beginning of 1st semester/end of 1st semester/end of 2nd semester) with N = approx. 130 students), in the second semester divided into 4 seminar groups (3x video vignettes, 1x text vignette as control group)
- From spring 2022, transfer of the seminar concept to teacher training and use of the questionnaire to evaluate the (possible) increase in competence
- Business game study (adaptation of the university didactic business game approach from educational sciences for the subject of sports (Adl-Amini, Meßner & Hehn-Oldiges, 2018): Formative evaluation of n=33 portfolios (students of the teaching profession at secondary schools and high schools) with regard to the depth of reflection ( according to Hatton & Smith, 1994; data evaluation qua structuring qualitative content analysis according to Kuckartz (2012), analysis with Maxqda, version 20).
Measures / products:
- Questionnaire to measure the profession-related self-image and the attitude towards heterogeneity in physical education (PhD project)
- Implementation of a business game & evaluation of the portfolio work with regard to the depth of reflection.
- Presented at a specialist conference, publication in progress Publication “Fachdidactic Perspectives on Inclusion” including the creation of a learning package (see below), which is used in various subjects and in BW (mathematics, geography, natural sciences, English, German, sports, BW)
- Creation of additional learning packages for the subject sport (see below)
Target groups:
- Survy study: Students in the introductory semester, in spring 2022 use of the questionnaire as part of teacher training