02 SES 12 A, VET Teachers as Thoughtful and Competent Actors
The state funded project ‘Professional teacher actions to promote subject-related learning under changing social conditions’(ProfaLe) aims at improving teacher education at Universität Hamburg at various levels. One goal, amongst others, is to intensify the cooperation between University lecturers and mentors within school practical activities during teacher education. Both teachers and students shall develop their professional competence based on common reflections.
Teacher training runs the risk of producing "inert knowledge" (Renkl, 1996). Furthermore, current research approaches based on a complex concept of competence focus on the problem of transforming competence into performance. Teachers state that in practice they rarely orient themselves to theories they had developed during their studies (Blömeke, Gustafsson and Shavelson, 2015).
Facing the uncertain transition from knowledge to action, the training of teachers in many European countries is subject to criticism, although so far its effects haven`t been empirically investigated on a larger scale (Townsend & Bates, 2007). Thus, the question which content knowledge (CK), pedagogical content knowledge (PCK) and general pedagogical knowledge (GPK) should be acquired by teachers and how it can be linked up for teaching practice has just recently been regarded as an important research subject (Larcher & Oelkers, 2004, Kunter & Baumert, 2006; Blömeke, Kaiser & Lehmann, 2010).
Thereby the common core of most recent studies is the reference to Shulman's description of PCK (1987) as a "special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding". However, there is no common consensus on the facets of this construct (Depaepe, Verschaffel, Kelchtermans, 2013). Current approaches distinguish between a cognitive and a situated paradigm regarding the conceptualization of PCK: “whether (…) knowledge in teaching is located ‘in the head’ of the individual teacher or is somehow a social asset, meaningful only in the context of its applications.” (Rowland & Ruthven, 2011).
Based on the concept of noticing, current studies distinguish three facets of the teacher's perception: perceiving particular events in an instructional setting, interpreting the perceived activities in the classroom and making decisions related to teaching situations (PID) (Carter et al., 1988; Van Es & Sherin, 2002; Sherin, Jacobs & Philipp 2011; Erickson, 2011; Neuweg, 2011). The availability of these behavioural representations, which are close to the situation, essentially determines whether the transformation of competence into performance is successful. Therefore, the promotion of PID-related competencies is a key development goal to reduce the already described discrepancy between university-acquired professorial knowledge and the knowledge that is relevant in school practice. In this regard, recent findings show clear differences between experienced (experts) and less experienced teachers (novices) whereby experts have a richer repertoire of teaching-learning strategies and show broader skills to anticipate teaching situations (Berliner, 2001, Chi, 2011).
Based on the outlined theoretical framework this study attempts to answer and confirm the following research question and assumptions:
How can the planning and coaching competence of student teachers and mentors be supported within joint training settings?
A1: Lesson planning based on approaches of the content-focused coaching supports the planning and coaching competence of student teachers and mentors simultaneously.
A2: Working with annotated video portfolios promotes the planning competence (PID) of student teachers.
A3: By working on a research question focusing on a specific facet of lesson planning, the planning and coaching competence of student teachers and mentors can be promoted simultaneously.
Baumert, J., & Kunter, M. (2006). Professionelle Kompetenz von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 9(4), 469-520. Berliner, D. C. (2001). Learning about and learning from expert teachers. International journal of educational research, 35(5), 463-482. Blömeke, S., Gustafsson, J.E., & Shavelson, R. (2015). Beyond Dichotomies: Competence viewed as a continuum, Zeitschrift für Psychologie, 223 (1), 3-13. Blömeke, S., Kaiser, G., & Lehmann, R. (2010). Professionelle Kompetenz und Lerngelegenheiten angehender Mathematiklehrkräfte für die Sekundarstufe I im internationalen Vergleich. Münster: Waxmann. Carter, K., et al. (1988). Expert-novice differences in perceiving and processing visual information. Journal of Teacher Education, 39, 25–31. Chi, M. T. H. (2011). Theoretical perspectives, methodological approaches and trends in the study of expertise. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective. New York, NY: Springer, 17–39. Cho, Y. H., & Huang, Y. (2014). Exploring the links between pre-service teachers’ beliefs and video-based reflection in wikis. Computers in Human Behavior, 35, 39-53. Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12-25. Erickson, F. (2011). On noticing teacher noticing. Mathematics teacher noticing: Seeing through teachers’ eyes, 17-34. Kreis, A., & Staub, F. C. (2009). Kollegiales Unterrichtscoaching. Ein Ansatz zur kooperativen und fachspezifischen Unterrichtsentwicklung im Kollegium. Kooperation und Netzwerkbildung. Strategien zur Qualitätsentwicklung in Schulen. 26-39. Kuckartz, U. (2013). Computergestützte Analyse qualitativer Daten: Eine Einführung in Methoden und Arbeitstechniken (Vol. 178). Larcher, S., Oelkers, J. (2004): "Deutsche Lehrerbildung im internationalen Vergleich." Handbuch Lehrerausbildung, 128-150. Neuweg, G.-H. (2011). Das Wissen der Wissensvermittler. In E. Terhart, H. Bennewitz & M. Rothland (Hrsg.), Handbuch der Forschung zum Lehrerberuf. 453–477 Renkl, A., Mandl, H. & Gruber, H. (1996) "Inert knowledge: Analyses and remedies." Educational Psychologist 31.2, 115-121. Rowland, T., & Ruthven, K. (2011). Introduction: Mathematical knowledge in teaching. In Mathematical knowledge in teaching. Springer, 1-5. Sherin, M., Jacobs, V., & Philipp, R. (2011). Mathematics teacher noticing: Seeing through teachers' eyes. Routledge, 126-130. Siemon, J. (2003). Evaluation eines komplexen Lehr-Lern-Arrangements. Eine netzwerk und inhaltsanalytische Studie am Beispiel der Einführung in ein Modellunternehmen. Wiesbaden: DUV. Townsend, T., Bates R. (2007) "Teacher education in a new millennium: Pressures and possibilities." Handbook of teacher education., 3-22. Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers' interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-595.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
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Network 10. Teacher Education Research
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Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
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Network 18. Research in Sport Pedagogy
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Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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