[{"year":"2024","quality_controlled":"1","issue":"10","title":"Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera","publisher":"Universidad Autónoma del Estado de Hidalgo, Mexico","date_created":"2024-02-08T08:12:25Z","abstract":[{"lang":"eng","text":"This study investigates the teaching methods that future teachers of German as a foreign language use in cultural mediation. Utilizing a qualitative and hermeneutic approach, it analyzes data from a teacher-training module of the International Master's in German as a Foreign/Second Language that Friedrich Schiller University Jena in Germany offers. Participants taught an online course to students from a Japanese university, which focused on cultural learning. Within the teacher training module, the participants discussed their lesson plans, conducted classes, and subsequently reflected on their teaching practices by exploring and critiquing the practical application of their teaching skills. The analysis, which was conducted using qualitative evaluative content analysis following Kuckartz's (2018) approach, revealed a preference for distributive/instructive methods, with some recognition of interactive and collaborative methods. A tendency towards both repetitive and reflective practices was evident, with a predominant focus on content that was specific to a supposed target culture rather than intercultural or transcultural content. The study highlights the need to balance knowledge transmission with the development of critical and reflective skills in cultural mediation. It emphasizes the importance of incorporating collaborative and interactive methods, which promote a critical attitude that is necessary in language teachers and learners. In conclusion, this study advocates adaptive and reflective teaching as an essential component in the training of future language teachers in globalized contexts."}],"publication":"Revista Lengua y Cultura","keyword":["cultural mediation","teacher training","foreign language teaching","teaching methods","teaching practice"],"language":[{"iso":"spa"}],"citation":{"chicago":"Treder, Alexandra. “Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera.” <i>Revista Lengua y Cultura</i> 5, no. 10 (2024): 56–68. <a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>.","ieee":"A. Treder, “Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera,” <i>Revista Lengua y Cultura</i>, vol. 5, no. 10, pp. 56–68, 2024, doi: <a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>.","ama":"Treder A. Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera. <i>Revista Lengua y Cultura</i>. 2024;5(10):56–68. doi:<a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>","apa":"Treder, A. (2024). Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera. <i>Revista Lengua y Cultura</i>, <i>5</i>(10), 56–68. <a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>","mla":"Treder, Alexandra. “Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera.” <i>Revista Lengua y Cultura</i>, vol. 5, no. 10, Universidad Autónoma del Estado de Hidalgo, Mexico, 2024, pp. 56–68, doi:<a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>.","bibtex":"@article{Treder_2024, title={Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera}, volume={5}, DOI={<a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>}, number={10}, journal={Revista Lengua y Cultura}, publisher={Universidad Autónoma del Estado de Hidalgo, Mexico}, author={Treder, Alexandra}, year={2024}, pages={56–68} }","short":"A. Treder, Revista Lengua y Cultura 5 (2024) 56–68."},"intvolume":"         5","page":"56–68","publication_status":"published","main_file_link":[{"open_access":"1","url":"https://repository.uaeh.edu.mx/revistas/index.php/lc/article/view/12379/11161"}],"doi":"https://doi.org/10.29057/lc.v5i10.12379","oa":"1","date_updated":"2025-02-07T13:44:53Z","author":[{"id":"95412","full_name":"Treder, Alexandra","orcid":"0009-0003-9045-5964","last_name":"Treder","first_name":"Alexandra"}],"volume":5,"status":"public","type":"journal_article","article_type":"original","alternative_title":["Methods of cultural mediation in the practical training of fute teachers of German as a Foreign Language"],"_id":"51270","user_id":"95412","department":[{"_id":"937"}]},{"doi":"http://doi.org/10.3278/HSL2248W","main_file_link":[{"open_access":"1","url":"https://die-hochschullehre.de/articles/abstract/10.3278/HSL2248W/#downloads"}],"oa":"1","date_updated":"2023-11-23T08:06:46Z","volume":8,"author":[{"first_name":"Thorsten Fabian","last_name":"Auer","id":"49071","full_name":"Auer, Thorsten Fabian"}],"intvolume":"         8","page":"662-675","citation":{"apa":"Auer, T. F. (2022). Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie. <i>die hochschullehre</i>, <i>8</i>(1), 662–675. <a href=\"https://doi.org/10.3278/HSL2248W\">https://doi.org/10.3278/HSL2248W</a>","short":"T.F. Auer, die hochschullehre 8 (2022) 662–675.","bibtex":"@article{Auer_2022, title={Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie}, volume={8}, DOI={<a href=\"http://doi.org/10.3278/HSL2248W\">http://doi.org/10.3278/HSL2248W</a>}, number={1}, journal={die hochschullehre}, author={Auer, Thorsten Fabian}, year={2022}, pages={662–675} }","mla":"Auer, Thorsten Fabian. “Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie.” <i>die hochschullehre</i>, vol. 8, no. 1, 2022, pp. 662–75, doi:<a href=\"http://doi.org/10.3278/HSL2248W\">http://doi.org/10.3278/HSL2248W</a>.","ama":"Auer TF. Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie. <i>die hochschullehre</i>. 2022;8(1):662-675. doi:<a href=\"http://doi.org/10.3278/HSL2248W\">http://doi.org/10.3278/HSL2248W</a>","chicago":"Auer, Thorsten Fabian. “Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie.” <i>die hochschullehre</i> 8, no. 1 (2022): 662–75. <a href=\"https://doi.org/10.3278/HSL2248W\">https://doi.org/10.3278/HSL2248W</a>.","ieee":"T. F. Auer, “Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie,” <i>die hochschullehre</i>, vol. 8, no. 1, pp. 662–675, 2022, doi: <a href=\"http://doi.org/10.3278/HSL2248W\">http://doi.org/10.3278/HSL2248W</a>."},"publication_identifier":{"issn":["2199-8825"]},"publication_status":"published","article_type":"original","_id":"44529","department":[{"_id":"178"},{"_id":"184"}],"user_id":"49071","status":"public","type":"journal_article","title":"Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie","date_created":"2023-05-05T17:19:24Z","year":"2022","quality_controlled":"1","issue":"1","keyword":["learning objectives","academic performance","perception","teaching methods","experiment"],"language":[{"iso":"ger"}],"abstract":[{"text":"According to the German Rectors’ Conference (HRK), German higher education teaching fails to\r\nmeet the demand to integrate competence-oriented learning objectives. Despite a wide-ranging debate on the use of learning objectives, empirical research on their effectiveness is scarce. The present study uses the features of digital teaching platforms to investigate the perception and effectiveness of learning objectives applying a randomised controlled experiment followed by a survey in a course for undergraduate economics students (N = 30). Controlling group preconditions and the treatment effect allows to draw conclusions about the different learning outcomes of the student groups. The specification of behaviour-oriented learning objectives in the online course system leads to significantly better performance in the treatment group. A stronger perception of the learning objectives in the treatment group supports this effect that remains significant in a regression analysis. Thus, the study provides an empirical justification to integrate learning objectives in university teaching.","lang":"eng"}],"publication":"die hochschullehre"}]