Lehrerfahrung und der „Shift from teaching to learning“

Fendler, Jan; Glaeser-Zikuda, Michaela

doi:10.3217/zfhe-8-03/03

Cited by 11 publications

(8 citation statements)

References 32 publications

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“…practices, rapidly or slowly, whether in positive or negative direct. A study found that the longer teaching experience correlated more with high-self efficacy and teacher-centred approach, and less with learning strategies (Fendler & Glaeser-Zikuda, 2013). A longitudinal study (Alger, 2009) showed that teachers' conceptions become more complex as their experience increases, whereas newer teachers have a tendency to begin with and aspire to student-centred conceptual metaphors.…”

Section: Resultsmentioning

confidence: 99%

Elementary School Teachers' Scientific Competence and Their Teaching Experiences

2020

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Indikator-indikator kompetensi ilmiah dalam literasi sains yang digunakan oleh OECD dalam PISA sejak tahun 2015 adalah (1) menjelaskan fenomena secara ilmiah, (2) merancang dan mengevaluasi penyelidikan secara ilmiah, dan (3) menginterpretasi data dan bukti secara ilmiah. Dalam penerapan kurikulum terintegrasi, guru sekolah dasar juga terlibat dalam pembelajaran sains di tahap awal, yang berarti juga harus memiliki kompetensi ilmiah dan mampu membina para siswa untuk mencapainya. Kajian ini bertujuan untuk mencari tahu korelasi antara ketiga indikator kompetensi ilmiah tersebut dan pengaruh pengalaman mengajar terhadap kompetensi ilmiah guru sekolah dasar. Hasil yang diperoleh mengindikasikan pentingnya pembinaan kompetensi ilmiah pada guru secara periodik dengan memperhatikan semua indikator-indikator kompetensinya

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Section: Resultsmentioning

confidence: 99%

Elementary School Teachers' Scientific Competence and Their Teaching Experiences

2020

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“…Teaching expertise, including competence in emotion management, does not automatically emerge from experience, as experience is only one element of expertise. According to Fendler and Gläser-Zikuda ( 2013 , p. 19) expertise can be described by three main factors: “specific abilities (i.e. competences), years of studying or practicing in a domain (i.e.…”

Section: Discussionmentioning

confidence: 99%

“…In light of the increasing importance ascribed to excellence in university teaching as part of the discourse on “Scholarship in Teaching and Learning” (e.g., Kreber and Cranton 2000 ; Trigwell and Shale 2004 ), this applies to higher education teachers in general. All university teachers could potentially benefit from increased metacognitive knowledge of learning and teaching generally (Fendler and Gläser-Zikuda 2013 ), and the importance of emotions, emotion display and emotion regulation more specifically. The findings of this research suggest that the development of strategies for appropriate emotion regulation should be included in courses on effective university teaching.…”

Section: Discussionmentioning

confidence: 99%

“I don’t hide my feelings, even though I try to”: insight into teacher educator emotion display

Hagenauer¹,

Volet

2013

Aust. Educ. Res.

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This article addresses the issue of teacher educators’ emotion display when teaching and interacting with students. Little is known about this phenomenon in higher education generally, and teacher education specifically. An empirical study was conducted to address this gap by investigating teacher educators’ views on appropriate and inappropriate emotion display and its functions in the process of teaching. The study also examined how teachers used emotion regulation strategies to manage the intensity of their experienced emotions. The participants (six male, nine female) were from two public Australian universities and were all teaching first-year students in pre-service education. Data were collected through in-depth, semi-structured face-to-face interviews. Qualitative analyses revealed that these teachers viewed the open expression of positive emotions as an integral aspect of their teaching practice. In terms of negative emotions, they reported the criticality of controlling such experiences, and the occasional need to completely conceal them. Some reflected on the instrumental functions and conscious use of emotion display and emotion suppression. Findings are discussed in light of prior research; limitations of this exploratory study are addressed, and directions for future research are outlined.

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“…Combining different intentions and strategies leads to five different approaches to teaching, from approach A to approach E (see Table 1). Based on this model, Trigwell and Prosser (2004) developed the Approaches to Teaching Inventory (ATI), which has been widely used within the context of higher education (e.g., Lindblom-Ylänne et al 2006;Postareff et al 2008;Fendler and Gläser-Zikuda 2013;Könings et al 2014;Stes and van Petegem 2014).…”

Section: Approaches To Teachingmentioning

confidence: 99%

Approaches to Teaching in Professional Training: a Qualitative Study

Bonnes

Hochholdinger

2020

Vocations and Learning

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Teaching approaches have been shown to be an important aspect of teaching in school or higher education. Although differing approaches to teaching may play a role in the outcome of professional trainings, they have not yet been further studied in this context. It is first necessary to determine whether the existing approaches to teaching construct can be transferred to the context of professional training and how approaches to teaching can be operationalized for future studies. For a multi-perspective view, we conducted 45 interviews with trainers, human resource development practitioners and trainees. The interviews were analyzed by qualitative content analysis. Our results show that the construct can be transferred to professional training. However, to apply the approaches to teaching construct to professional training, some of the underlying categories must be modified. Furthermore, we discuss the need to include new aspects, such as the category of transfer. Implications for further research are presented, including the development of a measurement instrument based on the results.

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Lehrerfahrung und der „Shift from teaching to learning“

Cited by 11 publications

References 32 publications

Elementary School Teachers' Scientific Competence and Their Teaching Experiences

Elementary School Teachers' Scientific Competence and Their Teaching Experiences

“I don’t hide my feelings, even though I try to”: insight into teacher educator emotion display

Approaches to Teaching in Professional Training: a Qualitative Study

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