Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning

Stürmer, Kathleen; Könings, Karen D.; Seidel, Tina

doi:10.1111/j.2044-8279.2012.02075.x

Cited by 182 publications

(165 citation statements)

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“…Entscheidungen zum Ablauf der Unterrichtsstunde werden somit nicht nur in der Vorbereitung getroffen, sondern müssen auch während des Unterrichtens erfolgen (Meschede, 2014). Das Noticing ist also ein Aufmerksamkeitsprozess , der dabei ein erster Hinweis auf zugrunde liegendes Wissen darstellt (Stürmer, Könings & Seidel, 2012). Im Folgenden wird der zweite Aspekt der PU als ein wissensbasierter Informationsverarbeitungsprozess vorgestellt .…”

Section: Abbildung 7: Die Dimensionen Der Professionellen Unterrichtsunclassified

“…Beschreiben bedeutet, dass die Lehrperson die beobachteten Unterrichtssituationen bezüglich den zugrunde liegenden Unterrichtsmerkmalen unterscheiden kann, ohne sie schon zu bewerten (Stürmer et al, 2012). Beispielsweise unterstützt eine klare Darstellung der Lernziele den Verarbeitungsprozess der Schülerinnen und Schüler während der Unterrichtsstunde (Seidel, Rimmele & Prenzel, 2005).…”

Section: Abbildung 7: Die Dimensionen Der Professionellen Unterrichtsunclassified

“…478 (Jahn, 2014;Seidel, 2014). Diese Anwendung bezieht sich auf das pädagogisch-psychologische Wissen (in Abbildung 9 grau unterlegt) (Stürmer et al, 2012). Positive Zusammenhänge der PU unter Berücksichtigung von Instruktionsstrategien mit dem didaktischen Wissen wurden bei Lehramtsstudierenden der Grundschule im naturwissenschaftlichen Bereich nachgewiesen (Meschede, Fiebranz, Möller & Steffensky, 2017).…”

Section: Abbildung 7: Die Dimensionen Der Professionellen Unterrichtsunclassified

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Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Treisch¹

2018

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ZusammenfassungDer Übergang vom der ersten Phase der Lehramtsausbildung ins Referendariat wird häufig mit dem Begriff "Praxisschock" verbunden. Viele Studierende und Referendare fühlen sich unzureichend auf den Unterricht in der Schule vorbereitet. Sie fordern deshalb eine stärkere Verzahnung von Theorie und Praxis, also eine Anwendung der erlernten Theorien in "echten" Praxisphasen auch schon in der ersten Phase der Lehramtsausbildung.Das Lehr-Lern-Labor Seminar der Universität Würzburg kann dazu beitragen, diese Verbindung von Theorie und Praxis herzustellen. Grundlegend sollen die Studierenden in diesem Seminar ihr fachliches, didaktisches und pädagogisches (Vor-) AbstractThe transition from the first phase of the teacher education at the university to the two-year teacher training at school is often associated with the term "reality shock". Many pre-service and in-service teachers feel inadequately prepared for teaching in schools. Therefore, there is an increasing call for a stronger connection of theory and practice. More precisely, pre-service teachers and educators demand an application of the theoretical knowledge in real practice situations already during education at the university.The Student-Lab seminar at the University of Würzburg can contribute to the connection of theory and practice. In this seminar, the participating pre-service teachers should use their content, didactical and pedagogical knowledge to create experimental stations for students on a given topic based on the Bavarian curriculum. Following, the pre-service teachers teach students on microteaching settings at the experimental stations. After every run, the preservice teachers will reflect their teaching peer to peer and with the instructors. According to an iterative practice, there is an ongoing change of practice, reflection and improvement of the stations and the teaching.The connection of theory and practice is strongly related to professional vision. Professional vision describes the ability of a teacher to notice relevant teaching situations and to provide proper reasoning based on theoretical background. It links theoretical knowledge to specific teaching situations and serves as a connection between dispositions and performance, which can be learned during reflection.Due to the iterative reflections of their own teaching and the teaching of fellow students, the Student-Lab seminar could be a promising learning environment for the development of preservice teachers' professional vision. Therefore, the fundamental research questions are as follows: Is it possible to foster the pre-service teachers' professional vision in the Student-Lab seminar? Furthermore, is there an additional effect due to newly integrated video analysis of their own and their fellows' teaching in the Student-Lab? There is also an interest in the influence of individual characteristics on the development of professional vision.Another interest concerns the relation between the pre-service teachers' content knowledge, didactical knowledge and their prof...

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Section: Abbildung 7: Die Dimensionen Der Professionellen Unterrichtsunclassified

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Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Treisch¹

2018

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“…Verschiedene Autoren greifen das Konzept der Professionellen Wahrnehmung auf und fokussieren entweder die drei Subdimensionen wahrnehmen, interpretieren und entscheiden (z.B. Seidel et al 2010;Stürmer et al 2013) oder beschränken sich auf die ersten beiden Subdimensionen wahrnehmen und interpretieren (Gold et al 2013;Hellermann et al 2015). Untersucht wird die professionelle Wahrnehmung von unterschiedlichen Merkmalen qualitätsvollen Unterrichts, wie z.B.…”

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Krämer¹,

König²,

Kaiser³

et al. 2017

Videobasierte Unterrichtsforschung

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“…Attempts to teach students to perform all the above pedagogical actions have shown that a budding teacher cannot master all the teacher's functions at once. During the course of experimental work we initially introduced this activity in a simplified form, as an elementary "cell" of this activity (Blömeke, Kaiser, Lehmann, 2010;Smith, Strahan, 2004;Stürmer, Könings, Seidel, 2012;Swanson, O'Connor, Cooney, 1990;Gold, Förster, Holodynski, 2013). We chose the situation of setting and solving a pedagogical task as a "unit" of pedagogical activity and the object of modeling in our study.…”

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Teacher Professional Growth Resources In The Age Of Education Informatization

Mikhailova¹,

Сериков²,

Scherbakova³

2017

European Proceedings of Social and Behavioural Sciences

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The article discusses new requirements to the teacher's professionalism in the modern informationeducational environment, changes in the content of education in which activity-based, personal and creative components are becoming increasingly important; changes in the psychology of the modern child whose socialization takes place in the context of the global information world. Certain risks are seen both for teachers and learners in various aspects of their collaboration in the learning process. The article presents the results of theoretical modeling and empirical study of effective professional activities of the school teacher. The main skills of the modern teacher incorporated in a comprehensive system of his/her professional activities are described and trends and resources in the training of a modern teacher are identified. The authors also suggest a scale of levels of how students master their pedagogical activities and observe the resources for this activity. The researchers also establish links between the professional mastery and aesthetic resources of teaching; teacher's subjective position.

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Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning

Abstract: The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates.

Cited by 182 publications

References 41 publications

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

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Teacher Professional Growth Resources In The Age Of Education Informatization

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