[{"date_updated":"2023-01-29T13:45:29Z","author":[{"last_name":"Kottmann","full_name":"Kottmann, Brigitte","id":"82466","first_name":"Brigitte"},{"first_name":"Catania","last_name":"Pieper","full_name":"Pieper, Catania"}],"volume":10,"doi":"10.1556/063.2020.00022","publication_status":"published","publication_identifier":{"eissn":["2064-2199"]},"has_accepted_license":"1","citation":{"apa":"Kottmann, B., &#38; Pieper, C. (2020). Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases. <i>Hungarian Educational Research Journal</i>, <i>10</i>(3), 232–251. <a href=\"https://doi.org/10.1556/063.2020.00022\">https://doi.org/10.1556/063.2020.00022</a>","mla":"Kottmann, Brigitte, and Catania Pieper. “Project ‘Schule Für Alle’ as a Mentoring Programme in University Teacher Education: Professionalization Processes of Student Teachers in Different Practical University Phases.” <i>Hungarian Educational Research Journal</i>, vol. 10, no. 3, 2020, pp. 232–51, doi:<a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>.","bibtex":"@article{Kottmann_Pieper_2020, title={Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases}, volume={10}, DOI={<a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>}, number={3}, journal={Hungarian Educational Research Journal}, author={Kottmann, Brigitte and Pieper, Catania}, year={2020}, pages={232–251} }","short":"B. Kottmann, C. Pieper, Hungarian Educational Research Journal 10 (2020) 232–251.","ama":"Kottmann B, Pieper C. Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases. <i>Hungarian Educational Research Journal</i>. 2020;10(3):232-251. doi:<a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>","chicago":"Kottmann, Brigitte, and Catania Pieper. “Project ‘Schule Für Alle’ as a Mentoring Programme in University Teacher Education: Professionalization Processes of Student Teachers in Different Practical University Phases.” <i>Hungarian Educational Research Journal</i> 10, no. 3 (2020): 232–51. <a href=\"https://doi.org/10.1556/063.2020.00022\">https://doi.org/10.1556/063.2020.00022</a>.","ieee":"B. Kottmann and C. Pieper, “Project ‘Schule für alle’ as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases,” <i>Hungarian Educational Research Journal</i>, vol. 10, no. 3, pp. 232–251, 2020, doi: <a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>."},"intvolume":"        10","page":"232-251","_id":"39817","user_id":"77753","department":[{"_id":"479"}],"type":"journal_article","status":"public","date_created":"2023-01-25T07:23:41Z","title":"Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases","issue":"3","year":"2020","ddc":["370"],"keyword":["professionalization of teacher training students","practical university phases","teacher training at universities","men-toring programmes"],"language":[{"iso":"eng"}],"publication":"Hungarian Educational Research Journal","abstract":[{"lang":"eng","text":"In the mentoring programme project “Schule für alle” (“School for all”) at the University of Bielefeld in North Rhine-Westphalia, university students of primary or special education support a child who is in a situation of crisis for more than one year. In addition, the university students receive ongoing, systematic university support (cf. Kottmann, 2007, p. 32; Kottmann, 2014, p. 380).</jats:p><jats:p>The accompanying research by “Schule für alle” focuses on the professionalization processes of student teachers during practical phases at universities; accordingly, control groups were included on a pro rata basis. In the pre-post design, all students completed a questionnaire (cf. Pieper, Kottmann &amp; Miller, 2018, p. 294), the evaluation of which shows few changes in the professional perception of competence. Students of the mentoring programme also regularly reflected on their practical experience. Based on the objective hermeneutics it was discovered that the conception of the project supports the process of perceiving, acknowledging and becoming more sensitive in regard to heterogeneous realities in life (cf. Pieper &amp; Kottmann 2019b, p. 312) and that students can consciously perceive and reflect their own normative expectations (cf. Pieper &amp; Kottmann 2019a, p. 79).</jats:p><jats:p>The article primarily presents the results of the pre-post survey in detail and adds insights into the qualitative evaluation processes. In the conclusion, the potential of the project and mentoring programmes in general, specifically for teacher training students, is described."}]},{"volume":27,"author":[{"full_name":"Witte, Thomas","last_name":"Witte","first_name":"Thomas"},{"last_name":"Hanemann","full_name":"Hanemann, Stefan","first_name":"Stefan"},{"first_name":"Herbert","full_name":"Sommerfeld, Herbert","last_name":"Sommerfeld"},{"first_name":"Katrin","last_name":"Temmen","full_name":"Temmen, Katrin","id":"30086"},{"orcid":"0000-0001-5645-5870","last_name":"Fechner","full_name":"Fechner, Sabine","id":"54823","first_name":"Sabine"}],"date_created":"2021-09-03T12:06:44Z","date_updated":"2025-12-11T13:40:07Z","doi":"10.1002/ckon.201900026","title":"Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht","issue":"4","quality_controlled":"1","publication_identifier":{"issn":["0944-5846","1521-3730"]},"publication_status":"published","page":"193-198","intvolume":"        27","citation":{"bibtex":"@article{Witte_Hanemann_Sommerfeld_Temmen_Fechner_2020, title={Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht}, volume={27}, DOI={<a href=\"https://doi.org/10.1002/ckon.201900026\">10.1002/ckon.201900026</a>}, number={4}, journal={CHEMKON}, author={Witte, Thomas and Hanemann, Stefan and Sommerfeld, Herbert and Temmen, Katrin and Fechner, Sabine}, year={2020}, pages={193–198} }","mla":"Witte, Thomas, et al. “Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht.” <i>CHEMKON</i>, vol. 27, no. 4, 2020, pp. 193–98, doi:<a href=\"https://doi.org/10.1002/ckon.201900026\">10.1002/ckon.201900026</a>.","short":"T. Witte, S. Hanemann, H. Sommerfeld, K. Temmen, S. Fechner, CHEMKON 27 (2020) 193–198.","apa":"Witte, T., Hanemann, S., Sommerfeld, H., Temmen, K., &#38; Fechner, S. (2020). Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht. <i>CHEMKON</i>, <i>27</i>(4), 193–198. <a href=\"https://doi.org/10.1002/ckon.201900026\">https://doi.org/10.1002/ckon.201900026</a>","ama":"Witte T, Hanemann S, Sommerfeld H, Temmen K, Fechner S. Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht. <i>CHEMKON</i>. 2020;27(4):193-198. doi:<a href=\"https://doi.org/10.1002/ckon.201900026\">10.1002/ckon.201900026</a>","ieee":"T. Witte, S. Hanemann, H. Sommerfeld, K. Temmen, and S. Fechner, “Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht,” <i>CHEMKON</i>, vol. 27, no. 4, pp. 193–198, 2020, doi: <a href=\"https://doi.org/10.1002/ckon.201900026\">10.1002/ckon.201900026</a>.","chicago":"Witte, Thomas, Stefan Hanemann, Herbert Sommerfeld, Katrin Temmen, and Sabine Fechner. “Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht.” <i>CHEMKON</i> 27, no. 4 (2020): 193–98. <a href=\"https://doi.org/10.1002/ckon.201900026\">https://doi.org/10.1002/ckon.201900026</a>."},"year":"2020","department":[{"_id":"386"},{"_id":"300"},{"_id":"33"}],"user_id":"54823","_id":"23747","language":[{"iso":"ger"}],"keyword":["digital","technology","teacher education"],"publication":"CHEMKON","type":"journal_article","status":"public"},{"type":"conference","status":"public","editor":[{"full_name":"Durand-Guerrier, V.","last_name":"Durand-Guerrier","first_name":"V."},{"first_name":"R.","last_name":"Hochmuth","full_name":"Hochmuth, R."},{"last_name":"Goodchild","full_name":"Goodchild, S.","first_name":"S."},{"first_name":"N.M.","last_name":"Hogstad","full_name":"Hogstad, N.M."}],"department":[{"_id":"10"}],"user_id":"14931","_id":"8575","extern":"1","page":"527-536","citation":{"apa":"Kuklinski, C., Leis, E., Liebendörfer, M., Hochmuth, R., Biehler, R., Lankeit, E., Neuhaus, S., Schaper, N., &#38; Schürmann, M. (2018). Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild, &#38; N. M. Hogstad (Eds.), <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i> (pp. 527–536). INDRUM Network, University of Agder.","mla":"Kuklinski, Christiane, et al. “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture Focused on Problem-Solving.” <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, edited by V. Durand-Guerrier et al., INDRUM Network, University of Agder, 2018, pp. 527–36.","bibtex":"@inproceedings{Kuklinski_Leis_Liebendörfer_Hochmuth_Biehler_Lankeit_Neuhaus_Schaper_Schürmann_2018, place={Kristiansand, Norway}, title={Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving}, booktitle={Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)}, publisher={INDRUM Network, University of Agder}, author={Kuklinski, Christiane and Leis, Elena and Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Neuhaus, Silke and Schaper, Niclas and Schürmann, Mirko}, editor={Durand-Guerrier, V. and Hochmuth, R. and Goodchild, S. and Hogstad, N.M.}, year={2018}, pages={527–536} }","short":"C. Kuklinski, E. Leis, M. Liebendörfer, R. Hochmuth, R. Biehler, E. Lankeit, S. Neuhaus, N. Schaper, M. Schürmann, in: V. Durand-Guerrier, R. Hochmuth, S. Goodchild, N.M. Hogstad (Eds.), Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018), INDRUM Network, University of Agder, Kristiansand, Norway, 2018, pp. 527–536.","ama":"Kuklinski C, Leis E, Liebendörfer M, et al. Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving. In: Durand-Guerrier V, Hochmuth R, Goodchild S, Hogstad NM, eds. <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>. INDRUM Network, University of Agder; 2018:527-536.","chicago":"Kuklinski, Christiane, Elena Leis, Michael Liebendörfer, Reinhard Hochmuth, Rolf Biehler, Elisa Lankeit, Silke Neuhaus, Niclas Schaper, and Mirko Schürmann. “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture Focused on Problem-Solving.” In <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, edited by V. Durand-Guerrier, R. Hochmuth, S. Goodchild, and N.M. Hogstad, 527–36. Kristiansand, Norway: INDRUM Network, University of Agder, 2018.","ieee":"C. Kuklinski <i>et al.</i>, “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving,” in <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, 2018, pp. 527–536."},"place":"Kristiansand, Norway","author":[{"full_name":"Kuklinski, Christiane","last_name":"Kuklinski","first_name":"Christiane"},{"full_name":"Leis, Elena","last_name":"Leis","first_name":"Elena"},{"last_name":"Liebendörfer","orcid":"0000-0001-9887-2074","full_name":"Liebendörfer, Michael","id":"30933","first_name":"Michael"},{"last_name":"Hochmuth","full_name":"Hochmuth, Reinhard","first_name":"Reinhard"},{"full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler","first_name":"Rolf"},{"first_name":"Elisa","last_name":"Lankeit","full_name":"Lankeit, Elisa"},{"last_name":"Neuhaus","full_name":"Neuhaus, Silke","first_name":"Silke"},{"first_name":"Niclas","full_name":"Schaper, Niclas","last_name":"Schaper"},{"id":"59707","full_name":"Schürmann, Mirko","last_name":"Schürmann","orcid":"0000-0003-2646-085X","first_name":"Mirko"}],"oa":"1","date_updated":"2023-01-17T23:36:13Z","main_file_link":[{"open_access":"1","url":"https://hal.archives-ouvertes.fr/INDRUM2018/public/Indrum2018Proceedings.pdf"}],"publication":"Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)","abstract":[{"text":"The transition from high school to university mathematics has proven to be difficult for many students but especially for pre-service secondary teachers. To support these students at mastering this transition, various universities have introduced support measures of various kinds. The WiGeMath project developed a taxonomy that makes it possible to describe and compare these measures concerning their goals as well as their frame characteristics. We will exemplify the use of the taxonomy in the description of one specific innovative measure that was part of the WiGeMath evaluations. Moreover, we will present first results concerning the goal-fulfilment of this measure concerning affective characteristics of the student cohort and their predominant beliefs.","lang":"eng"}],"language":[{"iso":"eng"}],"keyword":["Beliefs.","Motivational developments","Novel approaches to teaching","Teacher education","Transition to and across university mathematics"],"quality_controlled":"1","year":"2018","date_created":"2019-03-25T15:35:42Z","publisher":"INDRUM Network, University of Agder","title":"Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving"},{"series_title":"Musikpädagogische Forschung","user_id":"99991","department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"_id":"57889","extern":"1","type":"book_chapter","status":"public","editor":[{"last_name":"Clausen","full_name":"Clausen, Bernd","first_name":"Bernd"},{"first_name":"Susanne","full_name":"Dreßler, Susanne","last_name":"Dreßler"}],"author":[{"first_name":"Marc","last_name":"Godau","id":"98877","full_name":"Godau, Marc"}],"oa":"1","date_updated":"2025-02-06T10:52:25Z","main_file_link":[{"open_access":"1"}],"citation":{"ama":"Godau M. Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte. In: Clausen B, Dreßler S, eds. <i>Soziale Aspekte Des Musiklernens</i>. Musikpädagogische Forschung. Waxmann; 2018:43–55.","ieee":"M. Godau, “Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte,” in <i>Soziale Aspekte des Musiklernens</i>, B. Clausen and S. Dreßler, Eds. Münster, New York: Waxmann, 2018, pp. 43–55.","chicago":"Godau, Marc. “Wie Kommen Die Dinge in Den Musikunterricht? Zur Materialität Musikpädagogischer Praxis Am Beispiel Divergierender Orientierungen Im Kontext Unterrichtsbezogenen Handelns Angehender Lehrkräfte.” In <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, 43–55. Musikpädagogische Forschung. Münster, New York: Waxmann, 2018.","apa":"Godau, M. (2018). Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte. In B. Clausen &#38; S. Dreßler (Eds.), <i>Soziale Aspekte des Musiklernens</i> (pp. 43–55). Waxmann.","bibtex":"@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische Forschung}, title={Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte}, booktitle={Soziale Aspekte des Musiklernens}, publisher={Waxmann}, author={Godau, Marc}, editor={Clausen, Bernd and Dreßler, Susanne}, year={2018}, pages={43–55}, collection={Musikpädagogische Forschung} }","short":"M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens, Waxmann, Münster, New York, 2018, pp. 43–55.","mla":"Godau, Marc. “Wie Kommen Die Dinge in Den Musikunterricht? Zur Materialität Musikpädagogischer Praxis Am Beispiel Divergierender Orientierungen Im Kontext Unterrichtsbezogenen Handelns Angehender Lehrkräfte.” <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, Waxmann, 2018, pp. 43–55."},"page":"43–55","place":"Münster, New York","language":[{"iso":"eng"}],"keyword":["Interview","Lehrer","Musical education","Musikpädagogik","Musikunterricht","Teacher","Music lessons","Qualitative Forschung","Qualitative research","Teaching of music","Object","Objekt","Ding","Handlung","Practice","Praxis","Probationary teacher training","Referendariat"],"publication":"Soziale Aspekte des Musiklernens","abstract":[{"lang":"eng","text":"During the past decade, there has been an increase of pedagogical research under conditions of posthuman theories, such as the Actor Network Theory or post-phenomenology. Yet, there has not been much research on the materiality of music pedagogical practices. This article introduces an ongoing grounded-theory study on the role of things (e.g., music instruments, black board, or digital devices) within the music classroom. Results from the analysis of group discussions and interviews with student teachers show tensions between personal preferences, school conventions, and material conventions within the process of introducing things into the classroom. (DIPF/Orig.)"}],"date_created":"2024-12-30T14:43:14Z","publisher":"Waxmann","title":"Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte","quality_controlled":"1","year":"2018"},{"volume":3,"author":[{"last_name":"Wosnitza","full_name":"Wosnitza, Christopher","first_name":"Christopher"},{"last_name":"Caruso","full_name":"Caruso, Carina","id":"23123","first_name":"Carina"},{"first_name":"Christoph","last_name":"Vogelsang","full_name":"Vogelsang, Christoph","id":"4245"}],"date_updated":"2023-01-09T15:10:03Z","doi":"10.3278/HSL1705W","publication_identifier":{"issn":[" 2199-8825"]},"publication_status":"published","page":"1-19","intvolume":"         3","citation":{"ieee":"C. Wosnitza, C. Caruso, and C. Vogelsang, “Das Praxissemester fachdidaktisch in den Blick nehmen,” <i>die hochschullehre</i>, vol. 3, no. 1, pp. 1–19, 2017, doi: <a href=\"https://doi.org/10.3278/HSL1705W\">10.3278/HSL1705W</a>.","chicago":"Wosnitza, Christopher, Carina Caruso, and Christoph Vogelsang. “Das Praxissemester fachdidaktisch in den Blick nehmen.” <i>die hochschullehre</i> 3, no. 1 (2017): 1–19. <a href=\"https://doi.org/10.3278/HSL1705W\">https://doi.org/10.3278/HSL1705W</a>.","ama":"Wosnitza C, Caruso C, Vogelsang C. Das Praxissemester fachdidaktisch in den Blick nehmen. <i>die hochschullehre</i>. 2017;3(1):1-19. doi:<a href=\"https://doi.org/10.3278/HSL1705W\">10.3278/HSL1705W</a>","mla":"Wosnitza, Christopher, et al. “Das Praxissemester fachdidaktisch in den Blick nehmen.” <i>die hochschullehre</i>, vol. 3, no. 1, wbv, 2017, pp. 1–19, doi:<a href=\"https://doi.org/10.3278/HSL1705W\">10.3278/HSL1705W</a>.","bibtex":"@article{Wosnitza_Caruso_Vogelsang_2017, title={Das Praxissemester fachdidaktisch in den Blick nehmen}, volume={3}, DOI={<a href=\"https://doi.org/10.3278/HSL1705W\">10.3278/HSL1705W</a>}, number={1}, journal={die hochschullehre}, publisher={wbv}, author={Wosnitza, Christopher and Caruso, Carina and Vogelsang, Christoph}, year={2017}, pages={1–19} }","short":"C. Wosnitza, C. Caruso, C. Vogelsang, die hochschullehre 3 (2017) 1–19.","apa":"Wosnitza, C., Caruso, C., &#38; Vogelsang, C. (2017). Das Praxissemester fachdidaktisch in den Blick nehmen. <i>die hochschullehre</i>, <i>3</i>(1), 1–19. <a href=\"https://doi.org/10.3278/HSL1705W\">https://doi.org/10.3278/HSL1705W</a>"},"department":[{"_id":"33"}],"user_id":"4245","_id":"35315","alternative_title":["Zugänge einer interdisziplinären Forschungsgruppe an der Universität Paderborn"],"type":"journal_article","status":"public","date_created":"2023-01-06T06:45:22Z","publisher":"wbv","title":"Das Praxissemester fachdidaktisch in den Blick nehmen","issue":"1","year":"2017","language":[{"iso":"ger"}],"keyword":["Praxissemester","Lehrer/innenbildung","Evaluation","Kompetenzentwicklung","Fachdidaktik / school internships","teacher education","evaluation","professional competence","subject matter education"],"publication":"die hochschullehre","abstract":[{"lang":"ger","text":"In vielen Bundesländern ist ein Praxissemester obligatorischer Bestandteil der Lehramtsausbildung. Zunehmend wird untersucht, ob und in welcher Form Studierende die für diesen Ausbildungsabschnitt vorgesehenen Standards erreichen. Dabei fokussieren Untersuchungen primär bildungswissenschaftliche Kompetenzbereiche. Die Frage, inwiefern das Praxissemester zum Erwerb domänenspezifischer bzw. insbesondere fachdidaktischer Kompetenzen beiträgt, lässt sich als Forschungsdesiderat konstatieren. Es ist zudem unklar, wie bestimmte Lerngelegenheiten diesen Prozess beeinflussen. Um diesem Forschungsbedarf zu begegnen, wurde an der Universität Paderborn die interdisziplinäre Forschungsgruppe Fachdidaktische Forschung im Praxissemester gegründet. Ziel der gemeinsamen Arbeit ist es, auf Basis wissenschaftlicher Ergebnisse einen Beitrag zur Weiterentwicklung des Praxissemesters zu leisten. Am Praxissemester sind drei Ausbildungsorte beteiligt: Hochschulen, Zentren für schulpraktische Lehrerausbildung (ZfsL) und Schulen. Ein Schwerpunkt liegt daher auf der Untersuchung des kritisch-produktiven Verhältnisses von Hochschullehre und Praxis. Vor dem Hintergrund fachübergreifender Heuristiken zur Professionalisierung in der Lehrer/innenbildung, werden in diesem Artikel aktuelle Projekte der Forschungsgruppe und deren Kontexte vorgestellt und diskutiert."},{"lang":"eng","text":"During the most master degree programs for teacher education in Germany, prospective teachers have to do an internship lasting one semester at a school (practical semester). Recent educational research focuses on the effectiveness of these internships, questioning how prospective teachers develop professional competencies for teaching. Most projects mainly consider more general aspects of professional competence, like pedagogical knowledge. Therefore, there is a need for research taking into account aspects of teachers’ professional competence when teaching their subjects, like pedagogical content knowledge. To fill this gap, the interdisciplinary research group “Subject matter education research on practical semesters” was founded at Paderborn University. This group connects subject matter education researchers from different institutes to discuss their own and develop collaborative projects. Main objective of this group is to generate insights for the further development of long term internships in teacher training based on empirical evidence. Three institutions are involved in the organization of practical semesters in Germany: universities, the Centers for practical teacher training and the internship schools. Given this organizational situation, the research group in particular takes a closer look at the relationship between theory and practice in teacher training. In this article different projects focusing on different domains (religious education, history, physics, physical education, science for primary schools) are described and discussed regarding general models of teachers’ professional competence.\r\n"}]},{"date_updated":"2023-06-20T19:01:36Z","volume":19,"author":[{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183","first_name":"Julia"},{"first_name":"Lars","last_name":"Eichen","full_name":"Eichen, Lars"},{"first_name":"Hedwig","full_name":"Gasteiger, Hedwig","last_name":"Gasteiger"}],"date_created":"2023-01-12T15:28:13Z","title":"Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study","quality_controlled":"1","publication_status":"published","issue":"3","year":"2017","intvolume":"        19","page":"76–93","citation":{"ieee":"J. Bruns, L. Eichen, and H. Gasteiger, “Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study,” <i>Mathematics Teacher Education and Development (MTED)</i>, vol. 19, no. 3, pp. 76–93, 2017.","chicago":"Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Mathematics-Related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study.” <i>Mathematics Teacher Education and Development (MTED)</i> 19, no. 3 (2017): 76–93.","ama":"Bruns J, Eichen L, Gasteiger H. Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study. <i>Mathematics Teacher Education and Development (MTED)</i>. 2017;19(3):76–93.","apa":"Bruns, J., Eichen, L., &#38; Gasteiger, H. (2017). Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study. <i>Mathematics Teacher Education and Development (MTED)</i>, <i>19</i>(3), 76–93.","mla":"Bruns, Julia, et al. “Mathematics-Related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study.” <i>Mathematics Teacher Education and Development (MTED)</i>, vol. 19, no. 3, 2017, pp. 76–93.","bibtex":"@article{Bruns_Eichen_Gasteiger_2017, title={Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study}, volume={19}, number={3}, journal={Mathematics Teacher Education and Development (MTED)}, author={Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}, year={2017}, pages={76–93} }","short":"J. Bruns, L. Eichen, H. Gasteiger, Mathematics Teacher Education and Development (MTED) 19 (2017) 76–93."},"_id":"36481","department":[{"_id":"611"},{"_id":"97"}],"user_id":"49063","keyword":["Beliefs","Competency Based Teacher Education","Control Groups","Early Childhood Education","Faculty Development","Foreign Countries","Inservice Teacher Education","Intervention","Mathematical Aptitude","Mathematics Skills","Pedagogical Content Knowledge","Preschool Teachers","Pretests Posttests","Professional Continuing Education","Statistical Analysis","Teacher Competency Testing"],"extern":"1","language":[{"iso":"eng"}],"publication":"Mathematics Teacher Education and Development (MTED)","type":"journal_article","abstract":[{"text":"Recent studies highlight early childhood teachers’ mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers’ education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a competence-oriented continuous professional development course (\"EmMa\") and examined the effects of \"EmMa\" by asking: How does \"EmMa\" affect the development of early childhood teachers’ i) mathematical content knowledge, ii) mathematical pedagogical content knowledge and iii) beliefs towards mathematics in general? To answer these questions, we conducted a pre-test/post-test study including a control group with 99 in-service early childhood teachers. Results show that the course affected teachers’ mathematical pedagogical content knowledge and static orientation towards mathematics positively. From this we conclude that scaling-up \"EmMa\" might be a suitable approach to bridge the gap between pre-service education with nearly no mathematics and the challenges of early mathematics education.","lang":"eng"}],"status":"public"},{"user_id":"84746","department":[{"_id":"299"}],"_id":"35684","language":[{"iso":"eng"}],"keyword":["PCK","teacher education","physics","think aloud study"],"type":"conference","publication":"E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13","status":"public","abstract":[{"lang":"eng","text":"In research, pedagogical content knowledge (PCK) is considered as an important aspect of teachers’ professional competence. However, there is no standardized definition concerning the internal structure of this concept, especially in science subjects such as physics. Therefore, results of different empirical studies measuring PCK are difficult to compare. Moreover, there is no study that can report on correlations between various aspects of PCK. Against this background, different conceptualizations and theoretical considerations of PCK have been consulted and compared. Based on these analyses, a comprehensive model of prospective physics teachers’ PCK and a related test instrument (in the form of a pen-and-paper test) have been developed. Its purpose is to enlighten the correlations between certain aspects of PCK as well as between PCK and other areas of knowledge (e.g. content knowledge). To validate the test instrument and the underlying PCK model, a think aloud study with 15 probands was conducted. We focused on the knowledge areas that the probands referred to while answering the items. With these data, indications of the validity of the underlying model could be identified. Furthermore, the test instrument was piloted with a sample of 216 prospective physics teachers. \r\n\r\n"}],"editor":[{"first_name":"Costas P.","full_name":"Constantinou, Costas P.","last_name":"Constantinou"},{"last_name":"Papadouris","full_name":"Papadouris, Nikos","first_name":"Nikos"},{"last_name":"Hadjigeorgiou","full_name":"Hadjigeorgiou, Angela","first_name":"Angela"}],"author":[{"id":"9605","full_name":"Gramzow, Yvonne","last_name":"Gramzow","first_name":"Yvonne"},{"full_name":"Riese, Josef","id":"429","orcid":"0000-0003-2927-2619","last_name":"Riese","first_name":"Josef"},{"first_name":"Peter","last_name":"Reinhold","full_name":"Reinhold, Peter","id":"416"}],"date_created":"2023-01-10T09:00:27Z","date_updated":"2023-06-08T16:24:53Z","title":" Prospective physics teachers' pedagogical content knowledge. Validating a test instrument by using a think aloud study","citation":{"mla":"Gramzow, Yvonne, et al. “ Prospective Physics Teachers’ Pedagogical Content Knowledge. Validating a Test Instrument by Using a Think Aloud Study.” <i>E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-Based Teaching and Coherence in Learning. Part 13</i>, edited by Costas P. Constantinou et al., 2014, pp. 20–27.","short":"Y. Gramzow, J. Riese, P. Reinhold, in: C.P. Constantinou, N. Papadouris, A. Hadjigeorgiou, European Science Education Research Association (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-Based Teaching and Coherence in Learning. Part 13, Nicosia, Cyprus, 2014, pp. 20–27.","bibtex":"@inproceedings{Gramzow_Riese_Reinhold_2014, place={Nicosia, Cyprus}, title={ Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study}, booktitle={E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13}, author={Gramzow, Yvonne and Riese, Josef and Reinhold, Peter}, editor={Constantinou, Costas P. and Papadouris, Nikos and Hadjigeorgiou, Angela and European Science Education Research Association}, year={2014}, pages={20–27} }","apa":"Gramzow, Y., Riese, J., &#38; Reinhold, P. (2014).  Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study. In C. P. Constantinou, N. Papadouris, A. Hadjigeorgiou, &#38; European Science Education Research Association (Eds.), <i>E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13</i> (pp. 20–27).","ieee":"Y. Gramzow, J. Riese, and P. Reinhold, “ Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study,” in <i>E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13</i>, 2014, pp. 20–27.","chicago":"Gramzow, Yvonne, Josef Riese, and Peter Reinhold. “ Prospective Physics Teachers’ Pedagogical Content Knowledge. Validating a Test Instrument by Using a Think Aloud Study.” In <i>E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-Based Teaching and Coherence in Learning. Part 13</i>, edited by Costas P. Constantinou, Nikos Papadouris, Angela Hadjigeorgiou, and European Science Education Research Association, 20–27. Nicosia, Cyprus, 2014.","ama":"Gramzow Y, Riese J, Reinhold P.  Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study. In: Constantinou CP, Papadouris N, Hadjigeorgiou A, European Science Education Research Association, eds. <i>E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-Based Teaching and Coherence in Learning. Part 13</i>. ; 2014:20-27."},"corporate_editor":["European Science Education Research Association"],"page":"20-27","place":"Nicosia, Cyprus","year":"2014"}]