Stichwort: Professionelle Kompetenz von Lehrkräften

Motivation of Civic Education Teachers-in-Training in the Field of Education for Sustainable Development

“…This shows that the interviewed teachers-in-training are on the one hand interested in teaching sustainable development but on the other hand ñ this shows their significant low self-efficacy ñ donít feel confident teaching sustainable development. Because both competencies ñ teachersí interest and teacherís self-efficacy -are important parts of teachersí professional competency and affect studentsí learning (Baumert, & Kunter, 2006) the results of this study suggest that it is more urgent to concentrate on the development of teacher-intrainingsí self-efficacy concerning sustainability than on their interest in sustainability. If these results can be replicated with a larger sample and additional measurements of teacher proficiency, they could indicate a need to adapt teacher education.…”

“…In the context of civic education, Weifleno and colleagues adjusted the model of Baumert and Kunter (2006) to reflect values tied specifically to civic education. Their assessment found that there are differences between teachers-in-training and teachers who had been in the field for a few years.…”

“…As mediated by teachers, self-efficacy and interest also have an effect on students. Students taught by teachers with positive self-efficacy and high interest in teaching, display a higher interest in the subject, perform better in different subjects, and also have higher self-efficacy beliefs (Baumert, & Kunter, 2006;Long, & Woolfolk Hoy, 2006;Baumert et al, 2011).…”

Teacher thinking during classroom interaction. A review of the “English language” literature

“…L'expérience professionnelle et personnelle permet aussi à l'enseignant de constituer un répertoire de savoirs et de croyances auxquels il peut recourir pour agir et réfléchir en action (Alexandersson, 1994 ;Baumert & Kunter, 2006 ;Borko & R. T. Putnam, 1996 ;Calderhead, 1996 ;Davies, 2003 ;Halkes & Deijkers, 2003 ;Hofer & Dobrick, 1981 ;Lam & Kember, 2006 ;Leuchter, 2009 ;Mahnaz, 1994 ;Morine-Dershimer & Reeve, 1994 ;Munthe & Thuen, 2009 ;J. Putnam & Duffy, 1984 ;Weinert, Knopf, & Storch, 1981 ;Woolfolk Hoy, Davis, & Pape, 2006 9 ).…”

“…Ainsi, nombre de recherches ont montré qu'à l'intérieur des réflexions des enseignants, des convictions contradictoires peuvent coexister et avoir des importances ou des désirabilités égales (Baumert & Kunter, 2006 ;Borko & R. T. Putnam, 1996 ;Calderhead, 1996 ;Conners, 1978 ;Cornett, 1990 ;Freeman, 1991 ;Gastager, 2003 ;Halkes & Deijkers, 2003 ;Haritos, 2004 ;Lampert, 1986 ;Leuchter, 2009 ;Marland, 1977 ;Sardo-Brown, 1990 ;Sinatra & Kardash, 2004 ;Tomanek, 1994 ;Wagner, 2003 ;Windschitl, 2002 ;Woolfolk Hoy et al, 2006 ;Yildirim, 2003). Par exemple, tiraillés entre leurs croyances qu'un bon enseignement stimule les apprentissages et la participation de tous les élèves et que les leçons nécessitent un rythme soutenu, les enseignants doivent choisir de favoriser l'une de ces conceptions les amenant parfois à devoir mettre en place des stratégies compensatoires sur lesquelles nous reviendrons plus bas.…”