Beginnjahr 2014 Abschlussjahr 2015

Institutionen

durchführende Institutionen

Personen

ProjektleiterInnen
Ländercode Österreich Sprachcode Deutsch, Englisch
Schlagwörter DeutschForschendes Lernen, Hochschuldidaktik
Schlagwörter Englischstudent teacher, self-determined exploratory learning
Abstrakt

“CrEEd Meets English Didactics” is a follow-up project to “Kompetenzentwicklung von Sprachlehrenden in der Lehrer/-innenausbildung” in its attempt to react to the empirically detected deficits students teachers of English show in the self-assessment of their competences carried out by use of the EPOSTL (European Portfolio for Student Teachers of Languages). In this antecedent case study student teachers of English were asked to self-assess their ability to provide educational settings in which their pupils could work autonomously. Moreover, in another survey carried out as part of the preceding project, students showed a lack of ideas about how digital media could be used to encourage pupils to approach topic areas in an exploratory way. Hence, fostering knowledge in the field seemed vitally important and relevant.

“Creed Meets English Didactics”, therefore, aims to develop students teachers' competences in the organisation of "Independent Learning" (cf. Newby et al 2007). This is achieved by the application of "Criteria-based Organization of Explorations in Education" (CrEEd), a concept which was developed by Johannes Reitinger (2012). It is also based on the assumptions that student teachers are more likely to incorporate teaching concepts in their future life as a teacher if they have experienced those as beneficial to their own learning following the tradition of teachers as “reflective practitioners” (Dewey 1938, Schön 1983, Kolb 1984) and accounts for the wish of student teachers to test their theoretically acquired knowledge in practice.

The project is divided into two phases: First, student teachers of English are accompanied through the six criteria of Inquiry Learning (Reitinger 2012), which also serve as six crucial phases in the process of independently and individually exploring a subject-related topic area in the field of English Didactics. Data for this part of the study is collected by means of a “diary” which is kept by the person providing the CrEEd-setting and by making participants answer some reflection questions at the end of each phase in the Inquiry Learning process. A content analysis using deductive coding is then carried out to find out about the student teachers’ learning processes. Moreover, the actual “results” of the students’ explorations, which are handed in in written form, are used to obtain information regarding fields of interest and choice of methods.

Second, student teachers voluntarily decide to develop an outline of a similarly widely open educational setting in their teaching practice in the following semester. These students are then invited to share their experiences in a narrative interview.

Methode

Participant in the study were all student teachers of English who were in their last year of teacher training (N=18).

In order to compile empirical data, student teachers participating in the project were asked to accompany the CrEEd-process by answering reflection questions at the end of each of the six critical phrases. To ensure a personalized approach, no deadlines were given but student teachers were reminded not to forget to answer those questions in written form at regular intervals. Moreover, in order to obtain data from the instructor’s point of view, the OPeRA-Portfolio (Reitinger 2012) was used throughout the whole process.

A content analysis was carried out in which the data was classified according to the six determining factors of exploratory learning, i.e. trust, self-determination, visualization, security, structure and individualisation (translated from Reitinger 2013, p.61, 198).

Ergebnisse

Once all the data is fully gathered, the content analysis can be carried out and a report can be written. What has become evident as a disturbing factor in the process is the fact that many students teachers are very busy in their last year of teacher training writing their bachelor theses and carrying our empirical studies in schools. Many of them claimed from the start of the term that an earlier point in time would have been more suitable for carrying out a CrEEd-project both a in a seminar setting and in schools. Hence, a high number of students have not yet completed their individual projects and consequently have not decided to try the concept out in their teaching practice.

Publikationen (+ link zum OBV)
  • Schön, D. (1983). The Reflective Practitioner. How Professionals Think in Action. USA: Basic Books.
  • Kolb, D. A., Rubin, I. M., & McIntyre, J. M. (1984). Organizational psychology: readings on human behavior in organizations. Prentice Hall.
  • Reitinger, J. (2013). Forschendes Lernen: Theorie, Evaluation und Praxis in naturwissenschaftlichen Lernarrangements. Band 12. Immenhausen bei Kassel: Pro-log-Verlag.
  • Dewey, J. (1910). How we think. Boston: D. C. Heath and Co.
  • Newby, D., Allan, R., Fenner, A.-B., Jones, B., Komorowska, H. & Soghikyan, K. (2007). European Portfolio for Student Teachers of Languages. A reflection tool for language teacher education. Graz: Council of Europe Publishing.
  • Reitinger, J. (2012). Curious – Self-determined – Exploratory. Inquiry Learning Research Homepage. Retrieved from: http://www.inquirylearning.eu (11.03.2015).
Hauptkategorie(n)Bildungsinhalt (Themenfeld)
Lehren und Lernen (Prozesse und Methoden)
Bildungswesen (Themenfeld)
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