---
_id: '39817'
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).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 & 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 & Kottmann 2019b, p. 312) and that students can consciously perceive
and reflect their own normative expectations (cf. Pieper & Kottmann 2019a,
p. 79).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.
author:
- first_name: Brigitte
full_name: Kottmann, Brigitte
id: '82466'
last_name: Kottmann
- first_name: Catania
full_name: Pieper, Catania
last_name: Pieper
citation:
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. Hungarian Educational Research Journal.
2020;10(3):232-251. doi:10.1556/063.2020.00022'
apa: 'Kottmann, B., & 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. Hungarian Educational Research
Journal, 10(3), 232–251. https://doi.org/10.1556/063.2020.00022'
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={10.1556/063.2020.00022},
number={3}, journal={Hungarian Educational Research Journal}, author={Kottmann,
Brigitte and Pieper, Catania}, year={2020}, pages={232–251} }'
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.” Hungarian Educational
Research Journal 10, no. 3 (2020): 232–51. https://doi.org/10.1556/063.2020.00022.'
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,” Hungarian Educational Research Journal,
vol. 10, no. 3, pp. 232–251, 2020, doi: 10.1556/063.2020.00022.'
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.” Hungarian Educational Research
Journal, vol. 10, no. 3, 2020, pp. 232–51, doi:10.1556/063.2020.00022.'
short: B. Kottmann, C. Pieper, Hungarian Educational Research Journal 10 (2020)
232–251.
date_created: 2023-01-25T07:23:41Z
date_updated: 2023-01-29T13:45:29Z
ddc:
- '370'
department:
- _id: '479'
doi: 10.1556/063.2020.00022
has_accepted_license: '1'
intvolume: ' 10'
issue: '3'
keyword:
- professionalization of teacher training students
- practical university phases
- teacher training at universities
- men-toring programmes
language:
- iso: eng
page: 232-251
publication: Hungarian Educational Research Journal
publication_identifier:
eissn:
- 2064-2199
publication_status: published
status: public
title: 'Project “Schule für alle” as a mentoring programme in university teacher education:
Professionalization processes of student teachers in different practical university
phases'
type: journal_article
user_id: '77753'
volume: 10
year: '2020'
...
---
_id: '23747'
author:
- first_name: Thomas
full_name: Witte, Thomas
last_name: Witte
- first_name: Stefan
full_name: Hanemann, Stefan
last_name: Hanemann
- first_name: Herbert
full_name: Sommerfeld, Herbert
last_name: Sommerfeld
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: Witte T, Hanemann S, Sommerfeld H, Temmen K, Fechner S. Selbstbau eines digitalen
Low-Cost-Fotometers für den Chemieunterricht. CHEMKON. 2020;27(4):193-198.
doi:10.1002/ckon.201900026
apa: Witte, T., Hanemann, S., Sommerfeld, H., Temmen, K., & Fechner, S. (2020).
Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht. CHEMKON,
27(4), 193–198. https://doi.org/10.1002/ckon.201900026
bibtex: '@article{Witte_Hanemann_Sommerfeld_Temmen_Fechner_2020, title={Selbstbau
eines digitalen Low-Cost-Fotometers für den Chemieunterricht}, volume={27}, DOI={10.1002/ckon.201900026}, number={4},
journal={CHEMKON}, author={Witte, Thomas and Hanemann, Stefan and Sommerfeld,
Herbert and Temmen, Katrin and Fechner, Sabine}, year={2020}, pages={193–198}
}'
chicago: 'Witte, Thomas, Stefan Hanemann, Herbert Sommerfeld, Katrin Temmen, and
Sabine Fechner. “Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht.”
CHEMKON 27, no. 4 (2020): 193–98. https://doi.org/10.1002/ckon.201900026.'
ieee: 'T. Witte, S. Hanemann, H. Sommerfeld, K. Temmen, and S. Fechner, “Selbstbau
eines digitalen Low-Cost-Fotometers für den Chemieunterricht,” CHEMKON,
vol. 27, no. 4, pp. 193–198, 2020, doi: 10.1002/ckon.201900026.'
mla: Witte, Thomas, et al. “Selbstbau eines digitalen Low-Cost-Fotometers für den
Chemieunterricht.” CHEMKON, vol. 27, no. 4, 2020, pp. 193–98, doi:10.1002/ckon.201900026.
short: T. Witte, S. Hanemann, H. Sommerfeld, K. Temmen, S. Fechner, CHEMKON 27 (2020)
193–198.
date_created: 2021-09-03T12:06:44Z
date_updated: 2025-12-11T13:40:07Z
department:
- _id: '386'
- _id: '300'
- _id: '33'
doi: 10.1002/ckon.201900026
intvolume: ' 27'
issue: '4'
keyword:
- digital
- technology
- teacher education
language:
- iso: ger
page: 193-198
publication: CHEMKON
publication_identifier:
issn:
- 0944-5846
- 1521-3730
publication_status: published
quality_controlled: '1'
status: public
title: Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht
type: journal_article
user_id: '54823'
volume: 27
year: '2020'
...
---
_id: '8575'
abstract:
- lang: eng
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.
author:
- first_name: Christiane
full_name: Kuklinski, Christiane
last_name: Kuklinski
- first_name: Elena
full_name: Leis, Elena
last_name: Leis
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
- first_name: Silke
full_name: Neuhaus, Silke
last_name: Neuhaus
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
citation:
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. 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; 2018:527-536.'
apa: Kuklinski, C., Leis, E., Liebendörfer, M., Hochmuth, R., Biehler, R., Lankeit,
E., Neuhaus, S., Schaper, N., & 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,
& 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) (pp. 527–536). INDRUM Network, University of Agder.
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}
}'
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 Proceedings of the Second
Conference of the International Network for Didactic Research in University Mathematics
(INDRUM 2018, 5-7 April 2018), 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 et al., “Evaluating Innovative Measures in University
Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving,”
in Proceedings of the Second Conference of the International Network for Didactic
Research in University Mathematics (INDRUM 2018, 5-7 April 2018), 2018, pp.
527–536.
mla: Kuklinski, Christiane, et al. “Evaluating Innovative Measures in University
Mathematics – The Case of Affective Outcomes in a Lecture Focused on Problem-Solving.”
Proceedings of the Second Conference of the International Network for Didactic
Research in University Mathematics (INDRUM 2018, 5-7 April 2018), edited by
V. Durand-Guerrier et al., INDRUM Network, University of Agder, 2018, pp. 527–36.
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.'
date_created: 2019-03-25T15:35:42Z
date_updated: 2023-01-17T23:36:13Z
department:
- _id: '10'
editor:
- first_name: V.
full_name: Durand-Guerrier, V.
last_name: Durand-Guerrier
- first_name: R.
full_name: Hochmuth, R.
last_name: Hochmuth
- first_name: S.
full_name: Goodchild, S.
last_name: Goodchild
- first_name: N.M.
full_name: Hogstad, N.M.
last_name: Hogstad
extern: '1'
keyword:
- Beliefs.
- Motivational developments
- Novel approaches to teaching
- Teacher education
- Transition to and across university mathematics
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://hal.archives-ouvertes.fr/INDRUM2018/public/Indrum2018Proceedings.pdf
oa: '1'
page: 527-536
place: Kristiansand, Norway
publication: 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
quality_controlled: '1'
status: public
title: Evaluating Innovative Measures in University Mathematics – The Case of Affective
Outcomes in a Lecture focused on Problem-Solving
type: conference
user_id: '14931'
year: '2018'
...
---
_id: '57889'
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.)
author:
- first_name: Marc
full_name: Godau, Marc
id: '98877'
last_name: Godau
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. Soziale Aspekte
Des Musiklernens. Musikpädagogische Forschung. Waxmann; 2018:43–55.'
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 & S. Dreßler
(Eds.), Soziale Aspekte des Musiklernens (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} }'
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 Soziale Aspekte Des
Musiklernens, edited by Bernd Clausen and Susanne Dreßler, 43–55. Musikpädagogische
Forschung. Münster, New York: Waxmann, 2018.'
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 Soziale Aspekte des
Musiklernens, B. Clausen and S. Dreßler, Eds. Münster, New York: Waxmann,
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.” Soziale Aspekte Des Musiklernens,
edited by Bernd Clausen and Susanne Dreßler, Waxmann, 2018, pp. 43–55.
short: 'M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens,
Waxmann, Münster, New York, 2018, pp. 43–55.'
date_created: 2024-12-30T14:43:14Z
date_updated: 2025-02-06T10:52:25Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
editor:
- first_name: Bernd
full_name: Clausen, Bernd
last_name: Clausen
- first_name: Susanne
full_name: Dreßler, Susanne
last_name: Dreßler
extern: '1'
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
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 43–55
place: Münster, New York
publication: Soziale Aspekte des Musiklernens
publisher: Waxmann
quality_controlled: '1'
series_title: Musikpädagogische Forschung
status: public
title: Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer
Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen
Handelns angehender Lehrkräfte
type: book_chapter
user_id: '99991'
year: '2018'
...
---
_id: '35315'
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"
alternative_title:
- Zugänge einer interdisziplinären Forschungsgruppe an der Universität Paderborn
author:
- first_name: Christopher
full_name: Wosnitza, Christopher
last_name: Wosnitza
- first_name: Carina
full_name: Caruso, Carina
id: '23123'
last_name: Caruso
- first_name: Christoph
full_name: Vogelsang, Christoph
id: '4245'
last_name: Vogelsang
citation:
ama: Wosnitza C, Caruso C, Vogelsang C. Das Praxissemester fachdidaktisch in den
Blick nehmen. die hochschullehre. 2017;3(1):1-19. doi:10.3278/HSL1705W
apa: Wosnitza, C., Caruso, C., & Vogelsang, C. (2017). Das Praxissemester fachdidaktisch
in den Blick nehmen. die hochschullehre, 3(1), 1–19. https://doi.org/10.3278/HSL1705W
bibtex: '@article{Wosnitza_Caruso_Vogelsang_2017, title={Das Praxissemester fachdidaktisch
in den Blick nehmen}, volume={3}, DOI={10.3278/HSL1705W},
number={1}, journal={die hochschullehre}, publisher={wbv}, author={Wosnitza, Christopher
and Caruso, Carina and Vogelsang, Christoph}, year={2017}, pages={1–19} }'
chicago: 'Wosnitza, Christopher, Carina Caruso, and Christoph Vogelsang. “Das Praxissemester
fachdidaktisch in den Blick nehmen.” die hochschullehre 3, no. 1 (2017):
1–19. https://doi.org/10.3278/HSL1705W.'
ieee: 'C. Wosnitza, C. Caruso, and C. Vogelsang, “Das Praxissemester fachdidaktisch
in den Blick nehmen,” die hochschullehre, vol. 3, no. 1, pp. 1–19, 2017,
doi: 10.3278/HSL1705W.'
mla: Wosnitza, Christopher, et al. “Das Praxissemester fachdidaktisch in den Blick
nehmen.” die hochschullehre, vol. 3, no. 1, wbv, 2017, pp. 1–19, doi:10.3278/HSL1705W.
short: C. Wosnitza, C. Caruso, C. Vogelsang, die hochschullehre 3 (2017) 1–19.
date_created: 2023-01-06T06:45:22Z
date_updated: 2023-01-09T15:10:03Z
department:
- _id: '33'
doi: 10.3278/HSL1705W
intvolume: ' 3'
issue: '1'
keyword:
- Praxissemester
- Lehrer/innenbildung
- Evaluation
- Kompetenzentwicklung
- Fachdidaktik / school internships
- teacher education
- evaluation
- professional competence
- subject matter education
language:
- iso: ger
page: 1-19
publication: die hochschullehre
publication_identifier:
issn:
- ' 2199-8825'
publication_status: published
publisher: wbv
status: public
title: Das Praxissemester fachdidaktisch in den Blick nehmen
type: journal_article
user_id: '4245'
volume: 3
year: '2017'
...
---
_id: '36481'
abstract:
- lang: eng
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.'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Lars
full_name: Eichen, Lars
last_name: Eichen
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
citation:
ama: 'Bruns J, Eichen L, Gasteiger H. Mathematics-related Competence of Early Childhood
Teachers Visiting a Continuous Professional Development Course: An Intervention
Study. Mathematics Teacher Education and Development (MTED). 2017;19(3):76–93.'
apa: 'Bruns, J., Eichen, L., & Gasteiger, H. (2017). Mathematics-related Competence
of Early Childhood Teachers Visiting a Continuous Professional Development Course:
An Intervention Study. Mathematics Teacher Education and Development (MTED),
19(3), 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} }'
chicago: 'Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Mathematics-Related
Competence of Early Childhood Teachers Visiting a Continuous Professional Development
Course: An Intervention Study.” Mathematics Teacher Education and Development
(MTED) 19, no. 3 (2017): 76–93.'
ieee: 'J. Bruns, L. Eichen, and H. Gasteiger, “Mathematics-related Competence of
Early Childhood Teachers Visiting a Continuous Professional Development Course:
An Intervention Study,” Mathematics Teacher Education and Development (MTED),
vol. 19, no. 3, pp. 76–93, 2017.'
mla: 'Bruns, Julia, et al. “Mathematics-Related Competence of Early Childhood Teachers
Visiting a Continuous Professional Development Course: An Intervention Study.”
Mathematics Teacher Education and Development (MTED), vol. 19, no. 3, 2017,
pp. 76–93.'
short: J. Bruns, L. Eichen, H. Gasteiger, Mathematics Teacher Education and Development
(MTED) 19 (2017) 76–93.
date_created: 2023-01-12T15:28:13Z
date_updated: 2023-06-20T19:01:36Z
department:
- _id: '611'
- _id: '97'
extern: '1'
intvolume: ' 19'
issue: '3'
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
language:
- iso: eng
page: 76–93
publication: Mathematics Teacher Education and Development (MTED)
publication_status: published
quality_controlled: '1'
status: public
title: 'Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous
Professional Development Course: An Intervention Study'
type: journal_article
user_id: '49063'
volume: 19
year: '2017'
...
---
_id: '35684'
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"
author:
- first_name: Yvonne
full_name: Gramzow, Yvonne
id: '9605'
last_name: Gramzow
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
orcid: 0000-0003-2927-2619
- first_name: Peter
full_name: Reinhold, Peter
id: '416'
last_name: Reinhold
citation:
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. E-Book Proceedings of the ESERA 2013 Conference:
Science Education Research For Evidence-Based Teaching and Coherence in Learning.
Part 13. ; 2014:20-27.'
apa: 'Gramzow, Y., Riese, J., & 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, & 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 (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} }'
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 E-Book Proceedings of the ESERA 2013 Conference: Science
Education Research For Evidence-Based Teaching and Coherence in Learning. Part
13, edited by Costas P. Constantinou, Nikos Papadouris, Angela Hadjigeorgiou,
and European Science Education Research Association, 20–27. Nicosia, Cyprus, 2014.'
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 E-Book Proceedings of the ESERA 2013 Conference: Science Education Research
For Evidence-based Teaching and Coherence in Learning. Part 13, 2014, pp.
20–27.'
mla: 'Gramzow, Yvonne, et al. “ Prospective Physics Teachers’ Pedagogical Content
Knowledge. Validating a Test Instrument by Using a Think Aloud Study.” E-Book
Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-Based
Teaching and Coherence in Learning. Part 13, 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.'
corporate_editor:
- European Science Education Research Association
date_created: 2023-01-10T09:00:27Z
date_updated: 2023-06-08T16:24:53Z
department:
- _id: '299'
editor:
- first_name: Costas P.
full_name: Constantinou, Costas P.
last_name: Constantinou
- first_name: Nikos
full_name: Papadouris, Nikos
last_name: Papadouris
- first_name: Angela
full_name: Hadjigeorgiou, Angela
last_name: Hadjigeorgiou
keyword:
- PCK
- teacher education
- physics
- think aloud study
language:
- iso: eng
page: 20-27
place: Nicosia, Cyprus
publication: 'E-Book Proceedings of the ESERA 2013 Conference: Science Education Research
For Evidence-based Teaching and Coherence in Learning. Part 13'
status: public
title: ' Prospective physics teachers'' pedagogical content knowledge. Validating
a test instrument by using a think aloud study'
type: conference
user_id: '84746'
year: '2014'
...