Kompetenzentwicklung durch schulpraktische Übungen

Seifried, Jürgen; Trescher, Andrea

Kompetenzentwicklung durch schulpraktische Übungen

Files

Seifried_trescher_2007_bwpat12.pdf(317.76 KB)

Date

2007

Authors

Seifried, Jürgen

Trescher, Andrea

Publication type

Journal article

Published in

Berufs- und Wirtschaftspädagogik online ; 12 (2007)

Abstract

Teaching, educating, assessing and innovating (decision of the standing conference of education ministers on 16.12.2004) these areas of competence describe the range of demands placed upon trainee teachers. They should be developed in the context of initial teacher training and continuing professional development. Periods of practical experience in schools allow the students to benefit from a change of perspective (from learner to teacher) and offer, among other things, through the (guided) process of planning, executing and reflecting on their own attempts at teaching, a variety of possibilities for gaining competences. In order to analyse the possibilities offered by periods of practical experience in schools in terms of developing competences, we used the (not uncontroversial) questionnaire by OSER (1997a, 1997b) on standards in teacher training with two cohorts of students at Bamberg University. The questionnaire was handed out before and after the periods of practical school experience respectively, (and a total of 106 students filled it in). It reveals that areas of competence that are closely associated with teaching processes are more likely to change than standards which are located in the administrative realm (for example, school and the public ). Further, the paper details how standards can help improve the quality of teacher training.

Summary in another language

Unterrichten, Erziehen, Beurteilen und Innovieren (Beschluß der Kultusministerkonferenz vom 16.12.2004): Diese Kompetenzbereiche umschreiben das Anforderungsspektrum von (angehenden) Lehrpersonen. Sie sind im Rahmen der Lehreraus- und -weiterbildung zu entwickeln. Schulpraktische Übungen ermöglichen Studierenden einen Perspektivwechsel (vom Lerner zum Lehrer) und bieten u. a. durch die (angeleitete) Planung, Durchführung und Reflektion eigener Unterrichtsversuche vielfältige Möglichkeiten zum Kompetenzerwerb. Um die Möglichkeiten der Kompetenzentwicklung mittels Schulpraktischer Übungen zu analysieren, haben wir bei zwei Jahrgängen Bamberger Studierender der Wirtschaftspädagogik den (nicht unumstrittenen) Fragebogen von OSER (1997a, 1997b) zu Standards in der Lehrerbildung jeweils vor und nach den Schulpraktischen Übungen eingesetzt (N = 106). Es zeigt sich, daß unterrichtsnahe Kompetenzbereiche eher der Veränderung unterliegen als Standards, die im administrativen Bereich angesiedelt sind (z. B. Schule und Öffentlichkeit). Weiterhin wird ausgeführt, inwiefern Standards dabei helfen können, die Qualität der Lehrerausbildung zu verbessern.

Subject (DDC)

370 Education, School and Education System

Cite This

ISO 690

SEIFRIED, Jürgen, Andrea TRESCHER, 2007. Kompetenzentwicklung durch schulpraktische Übungen. In: Berufs- und Wirtschaftspädagogik online. 12

BibTex

@article{Seifried2007Kompe-12043,
  year={2007},
  title={Kompetenzentwicklung durch schulpraktische Übungen},
  volume={12},
  journal={Berufs- und Wirtschaftspädagogik online},
  author={Seifried, Jürgen and Trescher, Andrea}
}

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