Inhaltszusammenfassung

The focus of the study lies on the development of teaching abilities of prospective teachers during the practical phase of teacher education. German teacher education is segmented into a scholarly phase at university and a practical phase at school, comparable to an induction phase. The main goal of the practical phase is to learn how to teach, which can be divided into planning, conducting and reflecting on lessons. These three domains are particularly important because the quality of i...The focus of the study lies on the development of teaching abilities of prospective teachers during the practical phase of teacher education. German teacher education is segmented into a scholarly phase at university and a practical phase at school, comparable to an induction phase. The main goal of the practical phase is to learn how to teach, which can be divided into planning, conducting and reflecting on lessons. These three domains are particularly important because the quality of instruction is a crucial precondition for students’ learning and because reflecting on lessons is a precondition for professional development of teachers. Therefore the study analyses the development of planning, conducting and reflecting on lessons in natural and social sciences during the practical phase of teacher education. Twelve prospective teachers were investigated at the beginning, in the middle and at the end of the practical phase of teacher education. Their written lesson plans, videotaped lessons and transcribed oral reflections on the lessons were analysed. This paper focuses on the abilities the prospective teachers have at the beginning of the practical phase when they have only just left university. The analyses of the first time of measurement reveal differences between the prospective teachers. All prospective teachers have abilities to plan, conduct and reflect on lessons, but for some it is an enormous challenge. Furthermore, at the beginning of the practical phase of teacher education the prospective teachers take aspects regarding the structure and organisation of lessons stronger into account than aspects regarding the individual level of students.» weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
Erziehungswissenschaft und Bildungsforschung

DDC Sachgruppe:
Psychologie